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dc.contributor.advisorMcDowell, Kimen_US
dc.contributor.authorSailer, Jennifer K.
dc.date.accessioned2006-11-23T02:30:53Z
dc.date.available2006-11-23T02:30:53Z
dc.date.copyright2006en
dc.date.issued2006-05
dc.identifier.othert06036
dc.identifier.urihttp://hdl.handle.net/10057/255
dc.descriptionThesis (M.Ed.)--Wichita State University, College of Education, Dept. of Curriculum and Instructionen
dc.descriptionIncludes bibliographic references (leaves 27-29).en
dc.description.abstractImproving students’ reading fluency is a major challenge heard throughout many classrooms, and identified by the National Reading Panel. Several research studies indicate that one way to improve fluency is through reader’s theater. Those studies also point out that the positive impact from reader’s theater goes beyond fluency to also boost readers’ confidence, motivation, and comprehension. This thesis was designed to examine the effects of reader’s theater on sixth grade students’ fluency, comprehension, and reading attitude. It was also designed to measure the interrelatedness of all of those aspects. The findings indicated statistical significant differences between the fluency pre and post test scores. Statistically, significant differences did not emerge from comprehension, self-concept, and value of reading pre and post test scores; however, qualitatively gains were seen in the area of self-concept and value of reading.en
dc.description.statementofresponsibilityby Jennifer K. Sailer.en
dc.format.extent490308 bytes
dc.format.extentvi, 35 leavesen
dc.format.mimetypeapplication/pdf
dc.language.isoen_USen
dc.rightsCopyright Jennifer K.Sailer, 2006. All rights reserved.en
dc.subject.lcshElectronic dissertationsen
dc.titleThe effects of reader’s theater on 6th grade students’ fluency, comprehension, and reading attitudeen
dc.typeThesisen
dc.identifier.oclc74167898


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