The Effects of Reader's Theater on Reading Comprehension and Fluency of Fifth-Grade Students

The Effects of Reader’s Theater on Reading Comprehension and Fluency of Fifth-Grade Students by Ashley Black EdS, Lincoln Memorial University, 2008 MA, Piedmont College, 2002 BS, Valdosta State University, 1998 Doctoral Study Submitted in Partial Fulfillment of the Requirements for the Degree of Doctor of Education Walden University January 2016 Abstract According to the National Institute of Child Health and Human Development, an estimated 75% of students who are poor readers in 3rd grade continue to be poor readers in 9th grade. Although much research has been conducted on this topic, engaging and successful reading programs that put theory into practice are scarce. Reader’s theater is aAccording to the National Institute of Child Health and Human Development, an estimated 75% of students who are poor readers in 3rd grade continue to be poor readers in 9th grade. Although much research has been conducted on this topic, engaging and successful reading programs that put theory into practice are scarce. Reader’s theater is a strategy students use to collaborate, rehearse, and critique one another while the teacher offers support and modeling. The research questions addressed the effectiveness of using Reader’s Theater to improve scores in reading fluency and comprehension. LaBerge and Samuels’ automaticity theory was used as the theoretical foundation for the study. A quasi-experimental control group design was used with a convenience sample of 50 students from 2 fifth-grade classrooms. Preexisting preand posttest scores of fluency and comprehension were analyzed using a t test. The results showed no significant differences among groups in their gain scores; however, in regards to comprehension, there was 0.40 point gain among students with disabilities. Findings were presented to stakeholders through a program evaluation report, which recommended the continuation of Reader’s Theater during the 2015-2016 school year. While findings were not significant, they do support social change by giving teachers a valid reason to engage readers in meaningful, repeated readings that can increase reading comprehension and enable both struggling and thriving students to better comprehend text and become higher achieving readers. The Effects of Reader’s Theater on Reading Comprehension and Fluency of Fifth-Grade Students by Ashley Black EdS, Lincoln Memorial University, 2008 MA, Piedmont College, 2002 BS, Valdosta State University, 1998 Doctoral Study Submitted in Partial Fulfillment of the Requirements for the Degree of Doctor of Education Walden University January 2016 Dedication To my husband, James, I dedicate this paper to you. Thank you for being supportive of me during the past few years. Thank you for being both parents at times so I could work on my paper. Thanks for the late-night runs for Diet Coke and Skittles. Thank you for your encouragement to complete this dream. I love you! To my two boys, Sam and Luke, too many times I missed important events with our family. I thank you for understanding and look forward to family movie nights, tucking you into bed, and giving you my attention without using the word “homework”! I love you to the moon and back, to infinity and beyond, forever and ever! To my parents, Bruce and Gayle Carithers, thank you for being wonderful and supportive parents. Thank you also for watching the boys when I needed some time to work. Thanks for believing in me. There will be no more asking me if I had homework or if I have submitted a draft! I did it! To my brother, Rich, no, I still don’t know what I want to do with this degree! I dedicate this dissertation to my grandfather, James Clyde Nevils (1926-2006). From driving a school bus, then becoming a teacher, principal, and superintendent of schools, to finally owning your own business, you showed me that with determination anything is possible. Thank you for giving me the motivation to make this journey. To my grandmother, Nannie Mae Nevils (1924-2003), while you were not here to see me begin and end this journey, I know you were my guardian angel cheering me on. Now I can get back to doing something we both love, baking! I love you both and miss you