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The effects of reader’s theater on 6th grade students’ fluency, comprehension, and reading attitude

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dc.contributor.advisor McDowell, Kim en_US
dc.contributor.author Sailer, Jennifer K.
dc.date.accessioned 2006-11-23T02:30:53Z
dc.date.available 2006-11-23T02:30:53Z
dc.date.copyright 2006 en
dc.date.issued 2006-05
dc.identifier.other t06036
dc.identifier.uri http://hdl.handle.net/10057/255
dc.description Thesis (M.Ed.)--Wichita State University, College of Education, Dept. of Curriculum and Instruction en
dc.description Includes bibliographic references (leaves 27-29). en
dc.description.abstract Improving 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.statementofresponsibility by Jennifer K. Sailer. en
dc.format.extent 490308 bytes
dc.format.extent vi, 35 leaves en
dc.format.mimetype application/pdf
dc.language.iso en_US en
dc.rights Copyright Jennifer K.Sailer, 2006. All rights reserved. en
dc.subject.lcsh Electronic dissertations en
dc.title The effects of reader’s theater on 6th grade students’ fluency, comprehension, and reading attitude en
dc.type Thesis en
dc.identifier.oclc 74167898

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