A study of the Effect of Readers Theater on Oral Reading Fluency and Motivation to Read in Elementary School

• Main Authors: Huang Shih-shing, 黃世杏
• Other Authors: Lai Wei-jing
• Format: Others
• Language: zh-TW
• Published: 2006
• Online Access: http://ndltd.ncl.edu.tw/handle/96101662584775739239

碩士 === 國立臺北教育大學 === 兒童英語教育學系碩士班 === 95 === Abstract The study aimed to explore the effects of implementing Readers Theater on the English oral reading fluency and motivation to read in eight weeks. The targeted students consisted of thirty-six sixth graders in the elementary school located in Jhupei, Hsinchu County. Both quantitative and qualitative research methods were used in this study. The statistic data revealed that after receiving 8-week implementation of Readers Theater, most students reached a significant gain in oral reading rate. The t-test statistics also showed that both low- and high-achievers made great progress in the program, which supports the idea that students with different proficiency levels can benefit from the Readers Theater activities. In addition, data collected from the questionnaire and in-class discussions indicated that Readers Theater helps enhance students’ motivation to read, for they perceived self-competence in the process of reading scripts with peers, which subsequently led to the enhancement of their self-efficacy toward success. Based on the results, Readers Theater is an alternative approach to deal with the English proficiency diversity in elementary schools, for it invites all students to participate in. Compared with conventional drama, Readers Theater even motivates upper elementary students to take part in reading scripts. Readers Theater is undoubtedly a new trend in English teaching field in Taiwan. In order to meet the need of enriching English teaching environment, further researches are called for and more advocators should be involved.