Developing ELL Students' Fluency Through Direct Instruction and Repeated Readings using Reader's Theater
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2017-05
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The purpose of this action research study was to analyze the effect direct fluency instruction and repeated readings using readers theater on ELL students who live in poverty. Research shows the students who live in poverty and speak english as a second language need more support and direct instruction. However, researchers have found that direct instruction is not enough. Researchers suggest one of the best ways to promote fluency is to do repeated readings. Reader’s Theater was suggested as a means of developing fluency through repeated readings. Researchers have found positive results from using Reader’s Theater as it promotes engagement and purpose for the repeated readings. During the three week intervention six students participated in a thirty minute direct instruction fluency small group. In the small group students practiced their decoding skills with spelling patterns they were struggling reading, high frequency words they struggling reading and vocabulary development. They did repeated
readings using reader’s theater to promote engagement and provide purpose for the repeated readings. At the end of each week students performed their Reader’s Theater for the class. Students were given pre- and post assessments to determine the validity of the intervention. The assessments include a DIBELS passage with comprehension questions and prosody rubric score, a high frequency words recognition assessment, a Basic Phonics Skills Assessment and a Reading survey that measured reading understanding and engagement. The results of the intervention were very positive and supported the research that has been done. Students made growth in all aspects of fluency: accuracy, automaticity and prosody. Students were more engaged and were able to practice and apply new skills more effectively.
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