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MASON STROUSE
How Does Readers Theatre Affect a Student’s Reading Fluency?
DESCRIPTION OF SCHOOL
• Public School in a Suburban Area
• 31.68 teachers, 562 students, with a Student/Teacher Ratio of 17.74
• Title I School
• 290 eligible for free lunch
• 24 eligible for reduced-price lunch
ENROLLMENT
K 1 2 3 4 5 6
Students 90 82 69 84 75 85 77
By Grade
American Indian/
Alaskan
Asian/Pacific
Islander
Black Hispanic White Two or More Races
Students 0 4 66 5 420 67
By Race
Male Female
Students 294 268
By Gender
DESCRIPTION OF CLASSROOM
• Grade 3
• 28 students (15 boys, 13 girls)
• 5 learning support students with IEPs
• 1 classroom teacher and 1 student teacher
• 1 paraprofessional to assist 1 student
• Only 14 students used for this study
LITERATURE REVIEW ARTICLES
Enhancing Reading with Readers’ TheatreBy Suzanne I. Barchers
Implementing Readers Theatre as an Approach to Classroom Fluency Instruction
By Chase Young and Timothy Rasinski
Improving Oral Reading Fluency through Readers Theatre
By Maryann Mraz, William Nichols, Safronia Caldwell, Rene Beisley, Stephan Sargent, and William Rupley
I Thought About It All Night: Readers Theatre for Reading Fluency and Motivation
By Jo Worthy, Kathryn Prater
“BIG IDEA”
Reading fluency has once again, after a long absence, become a critical goal in the elementary reading curriculum. Although fluency is often associated with oral reading, it is assumed that fluent oral readers are fluent in their silent reading as well. Research has demonstrated a strong connection between proficient oral reading and proficient silent reading comprehension. (Rasinski, 2003).
METHODOLOGY - BEFORE
• Assessed students using a fluency reading passage
• Students who fell below the norm were part of this study
• What is Reader’s Theater?
• Model using adults in the room
• Students read aloud with the teacher
• Students were assessed
• Groups were assigned
METHODOLOGY - DURING
• What is today’s focus?
• What can I do to make this better?
• How do I “perform”?
• Am I ready?
• Scores were recorded usingOral ReadingRubric
Monday – Pronunciation
Tuesday – Fluency
Wednesday – Expression
Thursday – Projection
Friday – Performance
METHODOLOGY - AFTER
• How did I do?
• Did I make something better?
• What did I do that helped me?
• What can I improve upon next time?
• Students were assessed again
ASSESSMENT OF PERFORMANCES
• Self-Check
• Performance
• Teacher Check
• Final Grade
ASSESSMENT OF FLUENCY
• Assessed students using a fluency reading passage as before
• Documented the scores and growth
RESULTS
14%(2)
21%(3)
36%(5)
29%(4)
Fluency Scores BeforeImplementation
50-59
60-69
70-79
80-89
90-99
100-109 14%(2)
29%(4)
29%(4)
21%(3)
7%(1)
Fluency Scores AfterImplementation
50-59
60-69
70-79
80-89
90-99
100-109
RESULTS
50-59 60-69 70-79 80-89 90-99 100-1090
1
2
3
4
5
6
BeforeAfter
Fluency Scores
Nu
mb
er o
f S
tud
ents
INTERPRETATION OF DATA
• All the students improved their scores!
• Most students met their goals
• The class as a whole improved their scores
IMPLICATIONS
• Readers Theatre makes reading fun!
• Students don’t realize they are learning
• Reader’s Theatre is an effective tool for improving reader’s fluency
• I will continue to incorporate Readers Theatre into my instruction
REFERENCES
Barchers, Suzanne I. "Enhancing Reading with Readers‘ Theatre." Knowledge Quest 30.1 (2001): 11-12. Print.
Mraz, Maryann, William Nichols, Safronia Caldwell, ReneBeisley, Stephan Sargent, and William Rupley.
"Improving Oral Reading Fluency through Readers Theatre." Reading Horizons 52.2 (2013): 163-80. Print.
Worthy, Jo, and Kathryn Prater. "“I Thought about It All Night”: Readers Theatre for Reading Fluency and Motivation." The Reading Teacher 56.3 (2002): 294-97. Print.
Young, Chase, and Timothy Rasinski. "Implementing Readers Theatre as an Approach to Classroom Fluency
Instruction." The Reading Teacher 63.1 (2009): 4-13. Print.