The Effectiveness of Reader's Theater on Increasing Reading Fluency at the Middle School Level with Students with Specific Learning Disabilities

Abstract

In the 2013-2014, students need to be proficient in reading according to No Child Left Behind. One component of reading, not as well researched, is reading fluency. This study focuses on the effectiveness of Reader's Theater at increasing reading fluency. The study was a quantitative, single subject design at the middle school level with 6 students with specific learning disabilities. Daily running records were administered to count the number of words read correctly in a minute. Reader's Theater was the only instructional element during the treatment phase. This study in combination of the reviewed literature suggests that a balanced literacy program may benefit from Reader's Theater.