| Oral reading fluency, attention and student perspectives about reading improved in students with reading disabilities as a result of participation in this study. The action research study utilizing qualitative and quantitative methods explored the use of Readers' Theatre, compared with readings in a Narrative genre, with 24 third and fourth grade students receiving language arts instruction in resource room settings in public schools. The students had been identified as needing specially designed instruction in reading according to their individual education plans (IEPs). The sites for this study were two elementary schools in a suburban, predominantly white middle class school district. Data collection took place over a four month period, during which time data were collected pertaining to student attitudes about reading; reading performance through measures of accuracy, fluency, and comprehension; observations of student attention to task and general observations; and interviews about reading habits and preferences. Reading fluency and attention were stronger for Readers' Theatre, and students added Readers' Theatre as a preferred genre of literature. The results of this study may contribute to educational literacy research, pedagogy for special educators, best practices for students with reading disabilities, and improving reading performance and options for students with reading disabilities. The study demonstrates that Readers' Theatre may be used effectively with students with reading disabilities to improve oral reading fluency, attention during performance of the play, and may appeal to students with more active learning styles and intelligences than are typically reinforced in traditional school settings. |
