Abstract
This study investigated the impact of Readers Theater on eighth-grade students, the majority of whom were reading below grade level. Over six weeks of a short story unit, one class participated in Readers Theater. The comparison group of like-ability students received more traditional literary and vocabulary instruction. Quantitative measures showed that when compared with students in the comparison class, students in the Reader Theater class made statistically significant growth in reading level, as well as significant gains in fluidity and expressive measures of oral reading. Groups were not significantly different on comprehension measures. However, the Readers Theater class nearly doubled the vocabulary acquisition of the comparison group. Qualitative measures attested to the potential of Readers Theater to motivate struggling adolescent readers and to build their reading confidence.
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