Research question. What effects does repeated reading using Reader's Theater have on a first grade students' oral reading fluency?

Sub-questions. To what extent does using Reader's Theater effect and English Language Learners motivation to re-read text? To what extent does having families involved at home have on a first graders reading fluency at school?

Research activities. This research explores to the use of Reader's Theater as an approach to teaching and building oral reading fluency, and motivating students to re-read text in first grade. Context. The study took place in a self-contained first grade classroom at a public school in California. The research focused on five students. Four of the students included were English Language Learners whose primary language is Spanish. Two of the students were repeating first grade. Methods and data. The intervention lasted three weeks in which scripts were selected for groups of students to read over the course of a week and present on Friday. Partner work and group work was used as a means to increase engagement. Data sets include pre and post Developmental Reading Survey results, oral reading fluency rubric scores, an attitudinal survey, behavior tallies, observation field notes, and student reading inventories. Results. Comparisons of baseline and outcome data indicate that Reader's Theater can promote oral reading fluency. Focus students reading fluency scores increased each week. In addition, students overall reading scores improved and in some cases increased by two levels. Conclusions. Results suggest that students are more motivated to re-read text when using Reader's Theater as it is engaging and enjoyable. Using Reader's Theater increased student's awareness of punctuation, expression, and gestures while reading.

Grade Level: First Grade

Data Collection Methods: Fluency assessment, Homework Tallies, Observation-Field notes, Reading assessment, Survey-Attitude

Curriculum Areas: English Language Arts, Reading

Instructional Approaches: Reader's Theater, Class discussion, Student engagement