Readers Theatre Research Articles

Implementing Readers Theatre as an arts-based participatory research method in exploring Asian-Canadian youth identities

This article provides an overview of our experiences implementing Readers Theatre within the study “Asian-Canadian youth identities in a pandemic era: Arts-based research”. Led by Dr. Nazilla Khanlou, Principal Investigator (PI), this research uses arts-based methodologies (visual arts and dramatic arts) to explore the impact of the COVID-19 pandemic on Asian-Canadian youth identities (Khanlou et al., 2021). As part of the ongoing research, two virtual Readers Theatre workshops were conducted with 24 Asian-Canadian youth aged 16-24. The participants were divided into four groups of six youth and asked to create Readers Theatre scripts illuminating the impact of the pandemic on Asian-Canadian youth and their wellbeing. Preliminary findings from the virtual workshops highlighted mental health challenges, complex family dynamics, and the resilience of Asian-Canadian youth. The Readers Theatre scripts were rich in cultural references and personal narratives and facilitated meaningful dialogue among youth participants. This method proved effective in capturing the identities and experiences of Asian-Canadian youth during the pandemic, offering valuable insights for youth-centred practice, policy, and scholarship. Keywords: Arts-based methodologies, youth, identity, drama, Readers Theatre, COVID-19.

Developing Students Speaking Skills Through Role-Play and Readers Theatre (RT)

Developing Students Speaking Skills Through Role-Play and Readers Theatre (RT)

TEACHERS TRAINEES’ PERCEPTION OF THE USE OF READERS’ THEATRE IN THE ENGLISH LANGUAGE CLASSROOM

This study aimed to explore teacher trainees’ views of Readers Theatre in the English language classroom. The participants for the study were fifth semester Teaching of English as a Second Language (TESL) diploma students from Universiti Selangor who had enrolled in the ELD 2243 course in November 2023. A sample of 44 fifth semester diploma students was purposively chosen to represent the participants of this study. Readers’ theatre was introduced to the students in the 10th week of the semester via lectures and Youtube videos. They were then required to write the scripts and perform the plays in groups of 5 people. At the end of the 14th week, a questionnaire consisting of 12 statements using the 5-point Likert scale was administered to the students. The findings from the study showed that the teacher trainees had mainly positive views about their experience in using Readers Theatre in the ELD 2243 course, and a majority of them would apply the teaching method in their future career as teachers.

The Goal to Perform in Readers’ Theater Motivates Boys Who Struggle With Reading

ABSTRACT There is a global concern regarding boys’ poor engagement in literacy activities. It is suggested that boys enjoy ways of learning that are active and have explicit goals. Readers’ theater (RT) provides an active and collaborative means of practicing oral reading fluency, with a clear goal of performing for an audience at the end of training. In the context of an intervention study for struggling readers in grades 3 and 4 (9–10 years old), we investigated whether boys benefit more than girls from the goal to perform in readers’ theater in terms of reading fluency development, engagement, and retrospective perception of their learning. We found that girls slightly outperformed boys in expressive reading and showed higher engagement in RT. Girls were also more interested in drama and more likely to participate in the study. However, boys showed a larger reduction in RT-related disaffection over time. In addition, boys in the goal-oriented program reported learning to act and immerse themselves in the text more often than boys in the practice-oriented RT. In contrast, girls reported learning these skills also in the practice-oriented RT. We conclude that the goal to perform in RT may be particularly helpful in engaging boys in RT.

Effectiveness of Readers Theatre to Enhance English Reading Fluency in Fifth Grade: Action Research in Thrimshing Higher Secondary School

Researchers have identified the reading problem in the rural schools in Bhutan, and students hardly read English text. Therefore, researchers have resolved to conduct action research study to investigates the effectiveness of Readers Theatre as an intervention strategy to enhance reading fluency and motivation among fifth-grade students in the school. The researchers identified a decline in reading habits and fluency among students, particularly in English, despite recognizing the importance of reading for academic success and personal development.
 A mixed-method design was employed, combining quantitative data collection through pre- and post-tests with qualitative insights from structured interviews from 24 participants. To enhance the reading fluency, Readers Theatre approach was integrated into exploring its potential impact on motivation and fluency.
 The results indicate significant improvements in reading fluency among participants after the intervention, with many exceeding expectations. Qualitative data revealed that Readers Theatre not only improved reading skills but also engendered enthusiasm and confidence in reading. This study highlights the critical role of motivation in successful reading interventions, emphasising that motivated readers are more likely to become proficient ones. The findings underscore the importance of innovative and engaging reading strategies in fostering reading fluency and motivation. This research offers valuable insights for educators and policymakers, advocating for the adoption of such strategies to empower students with essential reading skills and cultivate a lifelong love for learning.

Readers Theater in Desktop VR: A Pilot Study with Grade Nine Students

Appropriate techniques for promoting reading fluency are difficult to implement in the classroom. There is little time to provide students with individualized feedback on reading aloud or to motivate them to do so. In this context, Virtual Reality (VR) can be beneficial for learning because it allows for individualized feedback and for increasing learner engagement. Studies that analyze established methods of language learning in VR at school are thus far lacking. Therefore, this pilot study is one of the first to analyze student acceptance of reading fluency training in desktop VR at a secondary school. The interview guide was developed in accordance with the Technology Acceptance Model. The desktop VR environment is web-based and provides individual and collaborative opportunities for training reading fluency, giving, and receiving feedback, and deepening content understanding of reading texts. To analyze the acceptance of the desktop VR environment, five guided interviews were conducted. The results reveal that despite various technical challenges within the VR environment, students not only accepted but also appreciated the reading fluency training in VR. The integration of established concepts of reading fluency training in foreign language classrooms has great potential as an additional value in addressing the challenges of face-to-face instruction.

Effect of Readers Theater on Reading Comprehension Skills and Reading Motivation among Students of Turkish as a Foreign Language

Different methods, techniques and strategies are employed in teaching to improve reading, especially comprehension skills to ensure reading motivation. The aim of this study is to determine the effect of readers theater on reading comprehension skills and reading motivation in teaching Turkish as a foreign language. In the study, in which an exploratory mixed design in which quantitative and qualitative research methods were used together was preferred, the subjects were determined by convenience sampling. Accordingly, 61 B1 level students (31 experimental, 30 control) learning Turkish as a foreign language at a state university in southern Turkey were assigned as the experimental and control groups. Reading comprehension achievement test was used to collect data in the study., reading motivation scale and semi-structured interview form were used to collect data. Dependent and independent groups t-test was used to analyze quantitative data; descriptive analysis and content analysis were used to analyze qualitative data. The results reveal that the reading theater technique had a positive effect on the reading comprehension skills and reading motivation of the students in the experimental group. In addition, it was determined that the students expressed positive opinions about the reading theater. Based on these results, it is suggested that reading theater technique should be used to increase the reading motivation of Turkish as a foreign language learner and improve their reading comprehension skills.

Improving reading fluency and reading comprehension with readers theatre

This study was conducted with the aim of revealing the contribution of instruction carried out according to the readers theatre method in improving the reading fluency and reading comprehension skills of students at different reading levels. Since the aim was to reveal the implementation process of the readers theatre method, action research, was used in the study. The research was conducted with fifth grade students attending a secondary school located in the eastern region of Turkey. During the research process, a total of six action plans were prepared, and four of these plans were implemented within a period of 8 lesson hours, while two of them were implemented within a period of 12 lesson hours. As data collection tools in the study, reading comprehension test and reading fluency audio recordings were used. The Wilcoxon signed-rank test was used in the analysis of the quantitative data. As a result of the study, it was concluded that the readers theatre method contributed to the development of reading fluency and reading comprehension of students.

A Synthesis of Reading Prosody: Evaluating Phrasing and Syntax Interventions

Research on prosody suggests it is an important consideration for both reading fluency and reading comprehension however research on how to teach prosody is limited. This systematic review expands the understanding of prosody by examining intervention studies of prosody focused on instruction to improve syntax and phrasing outcomes. A total of 18 studies between 1985 and 2020 (N = 770, Grades K-12) met inclusion criteria. Six studies were experimental and 13 were quasi experimental. Intervention instruction focused on modeling, instruction on a specific prosody component (e.g., syntax and phrasing), repeated reading, partner reading, independent reading, silent reading, choral reading, readers theater, and computer programs. Overall findings indicate interventions which include repeated reading and one or more of the following, modeled reading or immediate feedback have larger effects on prosody compared to interventions that include repeated reading and only instruction on a specific prosody component (e.g., syntax and phrasing).

The Effect Of Reader’s Theater Strategy On Students’ Skills In Writing Recount Text

Writing is an effective tool de develop communication for students. By writing, students can explore everything to deliver to others. As a result, the purpose of this study was to look into the effect of the reader's theater strategy on improving students' writing skills when writing recount text. This was a pre-experimental study. This study's sample consisted of eighth-grade students from MTs Pidua Meranjat. The information was gathered using a written test and analyzed using a paired sample t-test. The findings revealed that the t-obtained (5.228) was higher than the t-table (0.692) at a significant level of p-value below 0.5. It meant that there was a significant improvement in writing recount text after having taught using the reader’s theater strategy. In conclusion, the Reader’s Theater strategy affected students in writing recount text because it offers a fun way of learning where students must complete a story by recreating the script by characterizing the text that was guided by its strategy.

Influence of Curriculum-Based Readers Theater in Marine Education on Sixth Graders’ Oceanic Knowledge and Vocabulary Knowledge

ABSTRACT This study explored the influence of using Curriculum-Based Readers Theater (CBRT) on promoting 12 sixth graders’ oceanic knowledge and vocabulary learning in an elementary school in Taiwan. Based on the analysis of both quantitative (oceanic knowledge tests and vocabulary knowledge tests) and qualitative data (interviews, videos, and reflections), the study had the following major findings. First, CBRT instruction was effective for improving learners’ oceanic knowledge through repeated reading. Second, CBRT was beneficial for learners’ receptive ability in recognizing spoken forms of the target vocabulary. Suggestions on effective implementation of CBRT into content areas or issues were provided.

Reframing Readers Theatre for teaching EFL: infusing values for peace and conflict prevention for teacher professional development in Indonesian Islamic schools’ settings

ABSTRACT This article reports on a project investigating the impact of a new framework for Readers Theatre on teachers’ professional skills. Twenty-one Islamic secondary English school teachers engaged in collaborative professional development training to experience and give feedback on the framework. The article describes the participants’ affective and critical responses and perspectives as well as opportunities and challenges related to the new framework in infusing peace values into EFL (English as a Foreign Language) materials. This study provides fresh insight into the potential of Readers Theatre for teaching peace and conflict prevention in the Indonesian Islamic EFL secondary school context.

리더스 씨어터(Readers Theater)를 활용한 내용통합 초등영어 수업모형에 관한 연구

본 연구는 리더스 씨어터라는 연극 방식을 활용해 교과내용과 영어교육의 효율적 연계를 도모하고 그에 따른 수업 운영 및 지도 방법에 대한 실질적인 제안을 담고 있다. 이를 위해 기존 연구를 통해 검증된 내 용통합 영어교육의 장점 및 효과를 살펴보고, 실행에 있어서의 문제점과 원인을 분석해보며, 교육현장 에서 보다 쉽고 효율적으로 적용할 내용통합 리더스 씨어터 수업모형을 대안으로 제시한다. 본 연구에 서 제안한 내용통합 리더스 씨어터 영어수업은 타교과 내용정보를 확인, 점검하고 나서 교과내용을 바 탕으로 작성된 영어대본을 기반으로 리더스 씨어터 수업을 한 후, 다시 교과내용을 점검하고 보완·확 장하는 3단계 구성이다. 이러한 단계적 수업설계를 통해 영어 실력과 인지 능력의 차이가 상대적으로 큰 국내 초등영어학습자를 대상으로 교과내용을 반영한 영어지도의 가능성을 타진할 수 있다는 점, 내용통 합 영어수업을 위해 별도의 교수자료 준비를 해야 하는 교사의 현실적인 부담을 덜 수 있다는 점, 그리고 연극이라는 학습공간을 통해 예술성, 창의성, 자기주도 역량, 공동체 역량 향상과 같은 교육효과도 기대 할 수 있다는 점에 주목한다. 무엇보다 본 연구는 교과와 영어, 그리고 연극이라는 독립된 영역에 특화된 개별 목표를 설정한 리더스 씨어터를 활용한 영어 수업의 실례를 별도로 제시함으로써 초등영어 지도교 사가 보다 안정적으로 내용통합 영어수업 운영을 시도할 기회를 마련하고 이를 통해 내용통합 초등영어 교육의 활성화를 도모함에 의의를 둔다.

Drama pedagogy: subverting and remaking learning in the thirdspace

This qualitative, ethnographic research highlights how drama pedagogy using translanguaging-based Readers Theatre supports students learning English as an Additional Language or Dialect (EAL/D) to develop knowledge of language central to their engagement with learning (Authors, 2020). Using socio-spatial theory of Lefebvre (1991) and Soja (Annals of the Association of American Geographers 70:207–225, 1980), we argue that drama pedagogy can shape a creative translanguaging space as reported by Li (Journal of Pragmatics 43:1222–1235, 2011) in which the high-stakes test based pressure to narrow curriculum and pedagogical breadth can be resisted, and classroom spaces remade so that literacy learning is identity-affirming and caters for the diverse needs of students.

Utilizing Readers Theater for Health Promotion Education in a Rural Setting

Purpose: The aims of the study were to bring in healthy foods, such as fruits and vegetables, provide cardiac health promotion information, and build a community-based partnership with a rural community in West Alabama by soliciting members of the community to participate in and attend a play on cardiovascular health promotion. Sample: The sample population was mostly older African American community members from a non-incorporated, rural area along with individuals from surrounding communities in an Alabama Black Belt county. Through community collaboration, 67 persons were recruited to participate as actors via reading a script and (n =13) and all remaining persons were audience members for the community play (n = 54). Method: This study utilized a community-based participatory research approach with a qualitative, descriptive research design. The Farmers Theater Toolkit, which utilizes a readers theater technique was used to bring cardiovascular health promotion information to a rural community setting. Findings: The majority of audience participants either strongly or somewhat agreed that what they learned from the community play would help them make better food choices (96.3%). Conclusion: Utilizing the Farmers Theater Toolkit in a rural community was an innovative, fun way to share health promotion information. The citizens of this community were very welcoming to the researcher and were excited to partner with an academic institution. Health promotion education may reduce health risk behaviors such as unhealthy food choices. This type of intervention may serve as an impetus to making better food choices. Keywords: rural community, theater, health eating, health promotion DOI: https://doi.org/10.14574/ojrnhc.v22i1.696

Readers’ Theater Projects for Special Education: A Randomized Controlled Study

ABSTRACT A randomized controlled trial was conducted to study the effectiveness of two readers’ theater (RT) programs in promoting reading skills and motivation of dysfluent readers in Grades 3–4. One program (RT Goal) included a goal of preparing a performance for an audience (n = 50), while another program (RT Practice) did not include such a goal (n = 49). A group of dysfluent readers receiving traditional oral reading intervention (Control group; n = 59) and a group of classroom peers (Mainstream group; n = 159) served as controls. The results indicate that both RT groups and the Control group developed at a higher rate in oral reading speed during the intervention period than the Mainstream group. The RT Goal program was associated with higher engagement ratings and a temporary reduction in reading errors and oral reading anxiety. RT had no effects on silent reading skills or reading self-efficacy.

REINFORCING STUDENTS’ READING ACHIEVEMENT BY USING READERS THEATER

This research was aimed at reinforcing student’s reading achievement by using the Readers Theater at the eleventh grade of SMAN 13 Bone. The research used the classroom action research with consisted of two cycles. The research was carried during six weeks at beginning on July 14th – August 18th 2020. The subject of this research was one class of the eleventh grades of SMAN 13 Bone. The data analyzes of the research were qualitative and quantitative. The research findings showed in the qualitative data, the students were motivated, confident and felt entertaining in learning reading. On other hand, in the quantitative data, the students mean score improved. The mean score in both Cycle I and Cycle II were 74.75 and 82.38. Therefore, the rate percentage based on the indicator achievement in both Cycle I and Cycle II running to enhance where the result was 37.6% to 78.2%. Both the qualitative and quantitative findings of this research showed there were reinforcing the students’ reading achievement by using the Readers Theater in classroom action research.

Page to Stage: An Empirical Study of Foreign Language Learning (FLL) and Motivation Through Playwriting, Readers Theatre, and Stage Production

This article describes a set of lessons used in a university EFL course and presents empirical, classroom-based research. The set of lessons, Page to Stage, was designed to teach English through the use of drama, dramatic activities, and theatre production—more specifically: dramatic adaptation of Japanese folktales, playwriting, readers theatre, and the rehearsal, memorization, and performance of original, student-written plays. At the end of the lesson and course, students were surveyed on their beliefs regarding the lesson’s effects on their motivation, level of English, use of prosody, and confidence when speaking in public. The students’ enjoyment of certain aspects of the lesson as well as the lesson as a whole was also surveyed. Results showed that the students saw self-improvement along all points, while they feel that their motivation and use of prosody improved most. Regarding enjoyment, students most enjoyed (from most enjoyable to least enjoyable) watching other students perform, working together in groups, using Japanese folktales as reference for the playwriting, the readers theatre, the final performance, and playwriting. Students least enjoyed memorizing the scripts in preparation for the final performances. Based on the results, a case is made for the benefits of drama, readers theatre, and theatre production in the EFL classroom.

Incorporating Reader’s Theater in Japanese University EFL Classrooms

Reader's Theater is an activity that is often utilized in classrooms for younger learners. However, this activity, which fosters a cooperative learning environment, can also be used to increase the fluency of Japanese university EFL learners. This article explains how the author uses Reader’s Theater (hereafter called RT) with adult learners and how it can be scaffolded in a Japanese university setting through the introduction of information on the Japanese voice acting industry. Moreover, the benefits of implementing RT in the EFL classroom, potential challenges when doing so, and different ways of addressing these challenges are also discussed. The article focuses on the use of cooperative learning strategies, such as the jigsaw technique, which can be used to enhance student voice acting skills, delivery, pronunciation, and teamwork. Utilizing strategies like these can help ensure that RT will be an engaging activity for students in an English-medium classroom.

Integration of Creative Arts in English Class IV ‘B’ for Effective Learning

This Action Research was conducted in a Primary School in Paro, particularly for class IV ‘B’ in the English lesson. The main aim of this Action Research was to help students learn better with the integration of creative arts in the English lesson. The method used in this research is a qualitative approach blended with Kemmis & Mc Taggart’s and Maxwell’s model of action research [1]. The observation tool such as (checklists, video recording, and field notes)are used for data collection. The checklist was used to assess the learning of students with and without the integration of creative arts in the English lesson. Video recording to review the lesson that has been taught so that we can interpret the data more effectively. On the other, field notes were used for comparing and analyzing the data that has been collected and as a reference while interpreting data collected. The three different strategies such as; using Readers Theater, Storyboard, and visual arts (flashcard) in teaching literature (short story, poem, and essay). The triangulation of three sources of data showed that the learning of students improve through the integration of creative arts. However, I saw some factors hindering the improvement such as structured curriculum, teaching pedagogy, time constraint, and learner’s social and family background.