Developing oral reading fluency through reader’s theater in struggling pupils

Abstract EN

In this research study, the impact of an instructional fluency approach for developing the level of achievement in oral reading fluency with less fluent readers was measured, in four six grade classes, over a period of six months.

The study included a comparison between several variables which were assessed using different instruments; thus, the researcher used methodological triangulation in order to study the equivalent research question (Fraenkel & Wallen, 2010).

Moreover, a mixed-methods approach was carried out, using a quantitative method first then a qualitative one in order to follow up the quantitative findings.

Both types of data were analyzed in a separate manner (Ariss, 2012; Ariss, 2016; Fraenkel et.

al., 2010).

Results revealed that differences in reading automaticity, accuracy, and prosody among the experimental and the control groups increased from the pretest to the posttest whilst favoring the Reader’s Theater group.

Findings suggested that the implementation of the Reader’s Theater increased the less fluent readers’ oral reading fluency.

Additional studies are required to investigate the impact of vocabulary teaching on reading fluency (Ariss, 2012; Ariss, 2016).