The Effectiveness of Reader's Theater on Fourth Grade Students' Reading and Motivation

Abstract

The purpose of this study was to determine the effects of Readers' Theater on fourth grade students' fluency, comprehension, and motivation and attitude toward reading. In this six-week study, both quantitative and qualitative data were collected and analyzed on 21 participants. Quantitative data were collected pre and post treatment using the Basic Reading Inventory (Johns, 2001 ), the Diagnostic Fluency Assessment (Martinez, Roser, & Strecker, 1999), and the Elementary Reading Attitude Survey (McKenna & Kear, 1990). The results showed 67% of the students had increases in accuracy while 89% of the students had increases in their reading rate. Thirty-three percent of the students had gains in fluidity, 78% of the students had increases in phrasing, and 56% of the students had gains in expressiveness. Higher comprehension scores were evident as well. Qualitative data were collected through teacher observations, student interactions with the researcher, classroom teacher, or peers. Results showed that students' fluency and expressiveness improved over the course of the study. Students' performances also became more theatrical. Lastly, students themselves noticed changes in their reading, attitude towards reading, and enthusiasm for Readers' Theater.