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ERIC Number: ED529332
Record Type: Non-Journal
Publication Date: 2011
Pages: 147
Abstractor: As Provided
Reference Count: N/A
ISBN: ISBN-978-1-1245-9959-5
ISSN: N/A
The Effects of a Reader's Theater Instructional Intervention on Second Grade Students' Reading Fluency and Comprehension Skills
Johnson, Diane D.
ProQuest LLC, Ed.D. Dissertation, Walden University
An estimated 75% of students who are poor readers in third grade continue to be lower achieving readers in ninth grade. The National Reading Panel has identified fluency as a prominent cause of reading comprehension problems which ultimately affect overall reading development. The purpose of this study was to test the theoretical framework of Reader's Theater (RT) in a local setting to increase automaticity, accuracy, and prosody in reading. The research questions focused on the effectiveness of using RT to gain scores in reading fluency and overall reading achievement. Pretest and posttest data were collected through a quasi-experimental, nonequivalent control group design, with the collection of to determine whether differential effects exist based on initial reading levels. The analyses of dependent variables of reading rate and accuracy via 2-way ANCOVAs revealed significant gains by the treatment group in fluency. Data collected using STAR indicated an increase in comprehension that was not statistically significant. However, the DIBELS Oral Reading Fluency showed a significant increase in fluency scores in the treatment group. Although the RT intervention did not significantly improve overall reading comprehension scores, findings indicated a significant increase in fluency. RT performance, as evidenced in this study, offers a vehicle for social change by giving teachers an authentic reason to engage readers in meaningful, repeated readings that can increase reading fluency and enable both striving and thriving students to better comprehend text and become higher achieving readers. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: Elementary Education; Grade 2
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Assessments and Surveys: Dynamic Indicators of Basic Early Literacy Skills (DIBELS)