What is Readers Theatre?
Readers Theatre is when the student students read a script (play) with out acting it out and only using their voice to make the play come alive. Student learn to change their voice in order to make the play more interesting and real while the audience using their imagination.
Research has showed that Readers Theatre is important in the classroom because it show improvement in reading comprehension, fluency, and overall attitude about reading. When students enjoy what they are doing they are more likely to take an interest in their learning.
|Bibliography (Where to find the research)|
|Kelli Jo Kerry Moran||Moran, K. (2006, April 1). Nurturing emergent readers through readers theater. Early Childhood Education Journal, 33(5), 317-323. (ERIC Document Reproduction Service No. EJ747243) Retrieved March 17, 2009, from ERIC database: http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=EJ747243&site=ehost-live||Readers Theatre can be motivating to children and helps them develop literacy skills. It can be used with a diverse skill levels in your classroom and it is a great way to get the family involved.|
|Carol A CorcoranA Dia Davis||Corcoran, C., & Davis, A. (2005, June 22). A study of the effects of readers’ theater on second and third grade special education students’ fluency growth. Reading Improvement, 42(2), 105. (ERIC Document Reproduction Service No. EJ725382) Retrieved March 17, 2009, from ERIC database:http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=EJ725382&site=ehost-live||Based on pre and post attitude surveys, field notes recorded by observation and pre and post oral fluency running records the researchers determined that readers theatre increases students interest, confidence, and fluency in reading.|
|Rosalind Flynn||Flynn, R. (2004, December 1). Curriculum-based readers theatre: setting the stage for reading and retention. Reading Teacher, 58(4), 360-365. (ERIC Document Reproduction Service No. EJ684398) Retrieved March 17, 2009, from ERIC database: http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=EJ684398&site=ehost-live||Curriculum-based readers theatre comes directly from classroom curriculum content. CBRT shows an improvement in students fluency and ability to read with expression. Reading + Recitation + Repetition + Review = Retention. Students are able to remember what they read and rehearse again and again.|
|Sharon M. PeckAubre J. Virkler||Peck, S., & Virkler, A. (2006, May 1). Reading in the shadows: extending literacy skills through shadow-puppet theater. Reading Teacher, 59(8), 786-795. (ERIC Document Reproduction Service No. EJ738050) Retrieved March 17, 2009, from ERIC database: http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=EJ738050&site=ehost-live||Findings showed significant gains in reading and cooperative learning. Students were able to define, give examples, and details. The students demonstrated an increase in fluency and reading comprehension along with oral reading confidence. Students had spent more time on reading and had a purpose for reading.|
|Leah KinniburghEdward Shaw Jr||Kinniburgh, L., & Shaw, E. (2007, Spring2007). Building reading fluency in elementary science through readers’ theatre. Science Activities, 44(1), 16-20. Retrieved March 18, 2009, from Academic Search Premier database: http://search.ebscohost.com/login.aspx?direct=true&db=aph&AN=25127272&site=ehost-live||Using readers theatre in science can help bring the content to life. Students become more engaged in what they are reading and are able to bring their own personalities to their parts. Students will increase their overall fluency and feel successful. The more they understand science the more they will find a love for it.|
|Linda Hoyt||Hoyt, L. (1992, April). Many ways of knowing: using drama, oral interactions, and the visual arts to enhance reading comprehension. The Reading Teacher, 45(8), 580-585. Retrieved March 15, 2009, from ProQuest: http://proquest.umi.com/pqdweb?did=1781916& Fmt=6&clientId=18082&RQT=309&VName=PQD||Through expressive art, such as drama, readers theatre, oral interactions, and the visual arts, students were able to process meaning which aloud them to deepen and expand their understanding of the concept.|
|O Cakir||Cakir, O. (Summer 2008). The effect of textual differences on children’s processing strategies. (Report). Reading Improvement. , 45, 2. p.69(15). Retrieved March 01, 2009, from General OneFile via Gale: http//find.galegroup.com/itx/infomark.do?&contentSet=IAC- Documents&type=retrieve&tabID=T002&prodId=ITOF& docid= A181752501&source=gale&userGroupName =29081_mdpls&version=1.0||Students used different strategies to comprehend the text based on their background knowledge and the clues given in the passage. Teachers should consider that children learning process is different depending on the type of text.|
|Shelby Anne Wolf||Wolf, S.A. (1993, April). What’s in a name? Labels and literacy in readers theatre. The Reading Teacher, 46(7), 540-546. Retrieved March 15, 2009, from ProQuest: http://proquest.umi.com/pqdweb?did=5041314& Fmt=6&clientId=18082&RQT=309&VName=PQD||Three boys that were given a label as “slower learners” or “at risk” were given the challenge to perform in readers theatre. By the end, the students became experts in interpretation, direction, set design, and costuming. They were able to negotiate the critical analysis of the text, use vocal tones and gestures to show interpretations of the story. Each student had revealed their individual talents: one a director, one use of vocal interpretations, and the other a comedian.|
|Sheri J. Forsythe||Forsythe, S.J. (1995, November). It worked! Readers theater in second grade. The Reading Teacher, 49(3), 264-265. Retrieved March 15, 2009, from ProQuest: http://proquest.umi.com/pqdweb?did=12104805&Fmt=6&clientld=18082&RQT=309&VName=PQD.||Throughout the school year the teacher had worked with the students on how to write and perform Readers Theatre scripts. At the end of the year all the students were able to write and perform their own readers theatre. They were all successful and felt comfortable standing and speaking in front of an audience.|
|Miriam MartinezNancy L RoserSusan Strecker||Martinez, M., Roser, N.L., Strecker, S. (1998/1999, December/January). “I never thought I could be a star”: A readers theatre ticket to fluency. The Reading Teacher, 52(4), 326-334. Retrieved March 15, 2009, from ProQuest: http://proquest.umi.com/pqdweb?did=36602949&Fmt=4&clientId=18082&VName=PQD.||Two second grade classes participated in the project for over 10 weeks. The students took a pre and post assessment on their oral reading of unrehearsed stories. The study showed that nearly all second graders showed gains in their reading rate.|