RESEARCH REFERENCES FOR
READER'S THEATER
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"Research-Based
Instruction in Reading" Dr. Bonnie B. Armbruster University of Illinois
at Urbana-Champaign - National Reading Panel - Elements of Reading Instruction
Phonemic awareness, Phonics, Fluency, Vocabulary, Text ... (Jul 28, 2003)
http://www.ed.gov/admins/lead/read/rb/edlite-slide019.html
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Education
World magazine, "Reader's Theater: A Reason to Read Aloud." September, 2003, The Reader's Theater strategy blends students'
desire to perform with their need for oral reading practice. RT offers
an entertaining and engaging means of improving fluency and enhancing
comprehension. http://www.educationworld.com/a_curr/profdev/profdev082.shtml
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Badolato, S. & Boyer,
F. (Producers) (2001).
Reader's Theater of The Three Billy Goats Gruff. [Review of the video
document]. Pennsylvania: Badolato, Inc.
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Barchers, S. I. (2001).
Enhancing reading with reader's theater. Knowledge Quest, 30, (1), 11-12.
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Busching, B.A. (1981)
Reader's Theatre: An education for language and life. Language Arts,
58, 330-338.
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Deahl, M. P. (2000).
Dissertation: The story of Johnny's teacher: transforming fifth graders'
oral reading fluency through reader's theater. Pacific Lutheran University,
MAI, 39 (02), 6200.
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De
la Cruz, R. E. (1995). Doctoral Dissertation: The effects of creative drama on the social
and oral language skills of children with learning disabilities. Department
of Specialized Educational Development, Illinois State University, Bloomington,
IL.
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Dixon,
N., Davies, A., & Politano, C. (1996). Learning with Readers
Theatre. Winnipeg, AB: Peguis.
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Farris,
P. J., & Parke, J. (1993). To be or not to be: what students think about drama. Clearing
House, 66 (4), 231-234 (EJ 466 679).
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Forsythe, S. J. (1995),
It worked! reader's theater in second grade. The Reading Teacher, 49 (3),
Nov.
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Hallahn,
D. P., Kauffman, J. M., & Lloyd, J. W. (1996). Introduction to learning disabilities. Boston: Allyn & Bacon.
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Harrison,
B. L. & Baecker, R. M. (1992). Designing video and analysis systems. (VESDA methodology - video/document
analysis procedures.) Proceedings of the Graphics Interface 1992 Conference.
Vancouver, B.C., 157-166 May 11-15, 1992.
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Harwell,
J. M. (2001).
Complete learning disabilities handbook: ready-to-use strategies and activities
for teaching students with learning disabilities. (New Second Edition).
New Jersey: The Center for Applied Research in Education.
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Hoyt,
L. (1992).
Many ways of knowing: using drama, oral interactions, and the visual arts
to enhance reading comprehension. The Reading Teacher, 45 (8), April.
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Ignoffo (1994). Theater
of the mind: non-conventional strategies for helping remedial readers
gain control over their reading experience. Journal of Reading, 37 (4),
December 1993/January 1994.
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McMillan,
J. H. & Schumacher, S. (2001). Research in education (fifth edition): a conceptual introduction.
New York: Addison Wesley Longman, Inc.
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Millin, S. K. (1999).
Some benefits of reader's theater participation for second-grade Title
1 students. Reading Research and Instruction, 39 (1), 71-88, Fall 1999.
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Page,
A. (1983).
Children's story comprehension as a result of storytelling and story dramatization:
a study of the child as spectator and as participant. Doctoral Dissertation,
University of Massachusetts, University Microfilms International.
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Podlozny,
A. (2000).
Strengthening verbal skills through the use of classroom drama: a clear
link. Journal of Aesthetic Education, 34 (3-4), 239-276, Fall.
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Rasinski,
T (2003) The Fluent Reader: Oral reading strategies for building
word recognition, fluency, and comprehension. Reader's Theater,
pages 104-109, New York: Scholastic Professional Books.
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Ridel, S. J. (1975).
Thesis: "Investigation of the effects of creative dramatics on Students."
Florida State University.
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Rinehart, S. D. (1999).
Don't think for a minute that I'm getting up there: opportunities for
reader's theatre in a tutorial for children with reading problems. Reading-Psychology;
20 (1), 71-89, Jan-Mar.
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Robbins,
B. quoting Hoetker, J. (1969).
In dramatics and the teaching of literature, cited in ERIC DIGEST, Creative
dramatics in the language arts classroom; ED297402 (2000).
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Shepard,
A. (1994). From
script to stage: tips for reader's theater. The Reading Teacher, 48 (2),
Oct.
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Strecker, S. K. (1999).
Dissertation: The effects of instruction and practice through reader's
theater on young readers' oral reading fluency. The University of Texas
at Austin, DAI, 60 (09A), 3278.
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Strecker,
S., Roser, N. L., & Martinez, M. (1999), "I never thought
I could be a star": a reader's theater ticket to fluency. The Reading
Teacher, 52 (4), Dec.
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Tompkins,
G.E. & Hoskisson, K. (1991). Language arts: content and teaching strategies. New York: MacMillan
Publishing Company.
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Weaver,
C. (1994).
Reading process and practice: from socio-psycholinguistics to whole language.
New Hampshire: Heinemann.
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Wolf,
S. A. (1993).
What's in a name? labels and literacy in reader's theater. The Reading
Teacher, 46 (7), April.
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Reader's Theater...
the most effective form
of
Repeated Guided
Oral Reading!
There is an abundance of research supporting that “Repeated Guided Oral Reading” improves reading fluency and comprehension, especially when it includes reading role models. Research also shows four repeated readings sufficiently improve reading fluency.
Most traditional texts can NOT hold students’ attention for up to four separate readings. Reader’s Theater truly engages students and is the most popular form of “repeated guided oral reading.” Reader’s Theater provides an easy-to-implement dramatic text that does not require memorization, props or a stage.
Improved Vocabulary & Comprehension
Plays inherently come with built-in strategies to help students read better. The acting out of story dialogue compels readers to work more closely with the text to interpret and project meaning into the experience. As a result, students show improvement in vocabulary, comprehension and retention.
Colorized Text
According to a Loyola University study, word recognition and reading comprehension improves 27% when text is presented in color compared to bold text, and 35% when presented in color compared to contrasting fonts.
STATE STANDARDS MET WITH READER'S THEATER
As an educational tool, Playbooks® provide a
dynamic and effective addition to the classroom that meets numerous
educational standards. Teachers find that the Playbook® format
augments their existing instructional materials in a manner that allows
children to increase skills while concurrently having fun. The concept of "enjoyment and entertainment" provides students with a
needed diversion from existing instructional materials.
The shift
in educational focus from "instructional" to "fun" is the very concept
that enhances the student's ability to learn, gain new skills, and create a love of reading. The use of Playbooks® in the classroom
stimulates a profound opportunity for students to increase their read-aloud
skills and their desire to read.
Click
below to see the Language Arts Standards that are met in your state
when reading a Playbook® in the classroom.
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