The Effects of Readers’ Theater on Motivation and Reading Fluency

Abstract

Reading aptitude is a foundational skill that is incorporated across all core subjects. Competent reading, which consists of fluency, decoding, and comprehension, allows access to the world through language. Prior studies confirm the importance of this skill as it is noted that students who are not good readers by third grade will continue to struggle well into adulthood. This research project explores the impact of Readers’ Theater as an effective fluency intervention program. The literature review section discusses oral versus silent reading comprehension and the additional element of prosodic reading as an important, if unquantifiable, aspect of gauging fluency. It is further stated that Readers’ Theater is a natural method of targeting multiple learning styles in the classroom. The research was conducted in a rural school district of approximately 1,100 students. The study was conducted over a five week period, four days per week, in ten minute sessions. There were twenty-two, second grade participants, of differentiated reading levels. (Of these, six receive academic intervention services.) Data was gathered to record both the effects of the study on fluency and on motivation. With regard to the project’s data analysis, discussion focuses on fluency, oral practice, and expository versus narrative texts within the study. Conclusions drawn support the use of Readers’ Theater to improve reading competencies and student motivation.