Improving Oral Reading Fluency through Readers Theatre
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| Title: | Improving Oral Reading Fluency through Readers Theatre |
|---|---|
| Language: | English |
| Authors: | Mraz, Maryann, Nichols, William, Caldwell, Safronia, Beisley, Rene, Sargent, Stephan, Rupley, William |
| Source: | Reading Horizons. Jan-Feb 2013 52(2):163-180. |
| Availability: | Western Michigan University, College of Education. 1903 West Michigan Avenue, Kalamazoo, MI 49008. Tel: 269-387-3498; Fax: 269-387-6272; Web site: http://scholarworks.wmich.edu/reading_horizons/ |
| Peer Reviewed: | Y |
| Page Count: | 18 |
| Publication Date: | 2013 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Elementary Education Grade 3 Primary Education Early Childhood Education |
| Descriptors: | Oral Reading, Reading Fluency, Theater Arts, Reading Instruction, Literature Reviews, Reading Difficulties, Teaching Methods, Elementary School Students, Grade 3, Reading Improvement, Instructional Effectiveness, Program Implementation, Reading Aloud to Others, Sight Vocabulary, Repetition, Oral Interpretation, Word Recognition, Accuracy, Informal Reading Inventories |
| Assessment and Survey Identifiers: | Basic Reading Inventory |
| ISSN: | 0034-0502 |
| Abstract: | In order for students to learn how to construct meaning from text, teachers must apply instructional strategies that will help readers transition from simple decoding of words to fluent word identification. This article will provide an overview of the literature related to the role of fluency in reading; explain research-based recommendations for fostering fluency with struggling readers; discuss the use of repeated readings, in particular Readers Theatre, as an instructional strategy for developing fluency; and present the findings of a study in which a third-grade teacher applied Readers Theatre to improve the fluency levels of her struggling readers. |
| Abstractor: | As Provided |
| Number of References: | 50 |
| Entry Date: | 2016 |
| Access URL: | https://scholarworks.wmich.edu/reading_horizons/vol52/iss2/5/ |
| Accession Number: | EJ1098232 |
| Database: | ERIC |
| Abstract: | In order for students to learn how to construct meaning from text, teachers must apply instructional strategies that will help readers transition from simple decoding of words to fluent word identification. This article will provide an overview of the literature related to the role of fluency in reading; explain research-based recommendations for fostering fluency with struggling readers; discuss the use of repeated readings, in particular Readers Theatre, as an instructional strategy for developing fluency; and present the findings of a study in which a third-grade teacher applied Readers Theatre to improve the fluency levels of her struggling readers. |
|---|---|
| ISSN: | 0034-0502 |
