Abstract

This study presents a multicase study that looked at the fluency development of three fourth grade readers of varying reading abilities. The participants were chosen based on two scores, their words correct per minute (WCPM) score and their Multidimensional Fluency Scale score (MFS). The three students participated in an eight-week intervention in which readers theaters were used for fluency instruction and practice. Both qualitative and quantitative methods were used as the researcher observed the students during the literacy block of the day; interviewed the three participants three times; one-on-one, gathered self-report sheets that the participants filled out weekly; and recorded their WCPM and MFS scores weekly. Findings of this study suggest that students' engagement in readers theater helped develop various aspects of fluency: expression, volume, and pace. Motivation and confidence were also found to increase through the use of readers theaters.

Degree

College and Department

David O. McKay School of Education; Teacher Education

Rights

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