The Effectiveness of Repeated Reading and Reader's Theater on Second Grade Students' Fluency and Motivation to Read

Abstract

The purpose of this study was to determine the effects of repeated reading using Reader's Theater on second grade students' fluency and motivation to read. Quantitative data were collected using a fluency rubric adapted from the National Assessment of Educational Progress (NAEP) developed by Fountas and Pinnell (1996), The Basic Reading Inventory (Johns 2006), and a fluency rubric adapted from the NAEP fluency scale, which was developed by Rasinski and Zutell (1991 ). The results of the analysis of the quantitative data showed that the targeted reading rate was improved from 40% to 80% of the students. The average reading rate rose from 4 7.4 words read per minute to 57.8 words read per minute. All students increased their instructional reading level at least one grade level. Individual student data also showed increases in fluency in the areas of expression and volume, phrasing, smoothness, and pace. Qualitative data were collected through teacher observations using anecdotal records and five interview questions at the conclusion of the study. Students showed a gain in their attitude and motivation to practice repeated reading in order to prepare for the performances. Their confidence levels rose, and they indicated excitement about repeated reading through Reader's Theater.