The Effects of Readers Theater Practice on the Oral Reading Fluency Levels of Lower Achieving First Grade Title I Students

Abstract

The purpose of this study was to determine whether daily use of Readers Theater practice would increase the Oral Reading Fluency levels of lower achieving Title I students to a greater degree than that demonstrated by students who did not receive daily practice. The measurement tool was the Oral Reading Fluency portion of the Dynamic Indicators of Basic Early Literacy Skills (DIBELS) assessment. This study involved the use of a pretest/posttest design to compare data from January, 2010 to March, 2010. The hypothesis of this study was supported by the results showing a significant difference between the performance of students receiving Readers Theater practice and those not receiving such practice on the DIBELS Oral Reading Fluency assessment pretest and posttest. Research in the area of Readers Theater practice should continue given the lack of fluency instruction in the classroom and the important relationship between reading fluency and reading comprehension. Suggestions for future research include providing a longer implementation timeframe, using smaller, leveled groups, adding a comprehension check to the daily practice, and using a different comprehension assessment.