A Study of Readers Theater in Eighth Grade: Issues of Fluency, Comprehension, and Vocabulary

Keehn, Susan; Harmon, Janis M.; Shoho, Alan R.

doi:10.1080/10573560802004290

Cited by 29 publications

(25 citation statements)

References 39 publications

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“…Thus, their oral reading fluency improved. These results were consistent with Chen (2006) , Keehn & Shoho's (2008) , Sovitsky's (2009), Ward's (2009) and Tsou's (2011) These studies confirmed the effectiveness of readers' theatre in improving oral reading fluency.…”

Section:  Findings Of Hypothesis (2)supporting

confidence: 87%

"The Effects of Using Reader's Theatre- Based Instruction on Improving EFL Oral Reading Fluency, Reading Comprehension and Reading Speed Skills among Preparatory Stage Pupils"

Helwa¹

2014

دراسات عربیة فی التربیة وعلم النفس

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be a better predictor of reading comprehension than other reading assessment measures such as direct questioning or retelling (Rasinski, 2004). The National Reading Panel (2000) identified fluency as one of the five major components of reading that teachers must include in their instruction. According to the National Reading Panel, fluency is reading text with speed, accuracy, and expression. It is the ability to read words accurately and quickly and depends upon the type of reading, the reader's familiarity with the words, and the amount of practice reading text. The definition of fluency is extended to include the ability to comprehend the material being read. The components of fluency are automaticity, prosody, accuracy and speed, expression, intonation and phrasing. Speed refers to the number of words a person correctly reads per minute (WCPM). Accuracy refers to reading the material with few errors. Expression refers to the ability of the reader to use correct phrasing, tone, and pitch while reading text aloud. Comprehension refers to the ability to understand the text being read. Automaticity refers to accurate, quick word recognition, not to reading with expression. Although students may recognize words, their oral reading may be expressionless and/or lack phrasing and punctuation. Fluent readers know when to pause within and at the ends of sentences and when to change emphasis and tone. Fluency is the ability to read a text accurately, smoothly, quickly,and with expression. There are two types of fluency; oral and silent reading fluency. Silent reading tends to be a better method of assessing reading comprehension, while oral reading provides important information about the reader's proficiency in applying reading strategies. Fluency develops over time with practice. It is the accurate and rapid naming or reading of letters, sounds, words,sentences, or passages.When students can perform reading and reading-related tasks quickly and accurately, they are on the path to fluency, an essential element of comprehension and mature reading. To become fluent, students need to learn to decode words rapidly and accurately, in isolation

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Section:  Findings Of Hypothesis (2)supporting

confidence: 87%

"The Effects of Using Reader's Theatre- Based Instruction on Improving EFL Oral Reading Fluency, Reading Comprehension and Reading Speed Skills among Preparatory Stage Pupils"

Helwa¹

2014

دراسات عربیة فی التربیة وعلم النفس

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“…20 Modern children's literature comprises short fairytales and fables, picture books, comics, cartoons, novels, nursery rhymes that can be potentially appreciated by most children. 21 In our search, we selected 17 studies concerning pedagogic dimension of children literature, 20,22-37 while 21 and 17 studies were chosen as addressing didactic 1,5,[38][39][40][41][42][43][44][45][46][47][48][49][50][51][52][53][54][55][56] and therapeutic dimensions, 6,7,[57][58][59][60][61][62][63][64][65][66][67][68][69][70][71] respectively (Table 1).…”

Section: Pedagogic Dimension Didactic Dimension Therapeutic Dimensionmentioning

confidence: 99%

“…The readers' theatre class presented better fluidity in reading and expression, enriched vocabulary, and increased motivation compared to the control group. 54 Finally, it can be said that storytelling activities (including reader's theatre) in school setting represent innovative didactic experiences, capable to build up also health knowledge and promote students' global wellbeing. 55,56 Therapeutic dimension of children's literature Children's storybooks not only provide new knowledge -by enriching children's vocabulary and enhancing their communication skills -but also ensure emotional support during problematic circumstances of the life.…”

Section: Didactic Dimension Of Children's Literaturementioning

confidence: 99%

Children’s literature to promote students’ global development and wellbeing

Pulimeno

Piscitelli

Colazzo

2020

Health Promot Perspect

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Background: Tales were transmitted from one generation to another, enriching young people with values, beliefs, imagination and creativity. Children’s literature still plays a crucial part in education as it provides knowledge and entertainment, representing a typical example of"edutainment". In this paper, we carried out a review to examine pedagogic, didactic and psychological/therapeutic dimensions of children’s literature, with the aim of highlighting its role in promoting students’ holistic development and wellbeing. Methods: We have searched for original articles (from 1960s to 2019), by using the following keywords: "fairytales" or "fairy tales" or "folktales" or "fables" AND "education" or"development" or "learning" or "teaching" or "school" or "curriculum" or "classroom" AND"children" or "child" or "kids" or "childhood" AND "health" or "wellbeing". Results: We found 17 studies concerning pedagogic aspect of children literature, while 21 and17 studies were selected for didactic and therapeutic dimensions, respectively. From a pedagogic point of view, tales convey basic values useful for children lives. In a didactic perspective, properly chosen storybooks represent a valuable resource for school activities, improving students’ language skills and building up a friendly/respectful classroom environment. Children stories are also used by health professionals for therapeutic purposes (bibliotherapy) to prevent unhealthy habits and addictions, or address psychosomatic disorders. Finally, storybooks and web-based/digital stories can be an effective vehicle for health contents, to encourage the adoption of healthy lifestyles among schoolchildren. Conclusion: Children’s literature and storytelling could be helpful in promoting students’ global development and wellbeing, when included in school curricular activities.

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“…Students merely entertained audiences with expressive renderings of the text. Since Readers Theater's rejuvenation, the research base that advocates for the use of Readers Theater has grown (Young & Rasinski, 2009;Griffith & Rasinski, 2004;Keehn, Harmon, & Shoho, 2008;Martinez, Roser, & Strecker, 1998). Thus far, research indicated that the authentic performance component not only served as a motivational tool to promote repeated readings, but it also enhanced an oft neglected component of reading fluency-prosody (Dowhower, 1991).…”

mentioning

confidence: 96%