Some of the benefits of readers theater participation for second‐grade title I students

Abstract

Readers theater experiences can be readily found in elementary classrooms. The authors of this study have looked for research support for the wisdom of these opportunities, especially for less‐skilled readers. The study investigated the effects of readers theater participation on oral reading ability and motivation of second‐grade Title I reading students. For 9 weeks during the school year, students were involved in either Title I instruction that incorporated intensive readers theater activities or in traditional Title I instruction that did not involve readers theater. Quantitative and qualitative findings alike supported the benefits of readers theater experiences on oral reading ability, oral reading comprehension, and attitude toward reading and reading instruction. The authors also present implications for classroom reading instruction of children with reading problems.

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