Thesis

The effects of Reader's Theatre versus Partner Reading on at risk second grader's reading comprehension and reading fluency

Five at-risk second graders participated in two reading strategies to see the effect on reading fluency and comprehension. For six weeks participants were instructed using Reader's Theatre. At the sixth week mark, the same participants began utilizing Partner Reading. Pretests were given the first week and posttests were given in weeks six and twelve. Participants made gains in oral retelling, reading comprehension, and reading fluency. The participants had greater growth in words read per minute using Reader's Theatre. All participants gained one reading level with both Reader's Theatre and Partner Reading. This gain could be attributed to scheduled daily rereading and peer conversations about the text. Key Words: Reading Comprehension, Reading Fluency, Reader's Theatre, Partner Reading, At-Risk students

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