| This study was designed to investigate the effects of Readers' Theatre, a drama literature program, on the improvement of oral language and reading skills for English Language Learners (ELLS). I hypothesized that performing Readers' Theatre would improve oral language skills, reading fluency, and reading comprehension more effectively in comparison to the regular reading program currently in use with English Language Learners (ELLS). In order to investigate this hypothesis, I conducted a quasi-experimental study that involved a treatment group of ELLs that was compared to a control group of ELLs. Subjects were pre-tested in oral language, reading fluency, and reading comprehension prior to the treatment, and post-tested in these areas following the treatment. The treatment consisted of the use of Readers' Theatre with the experimental group during a 10-week period. A Readers' Theatre script was read and rehearsed daily for 2 weeks, and performed for peers and video taped at the end of the 2-week period. Students performed Readers' Theatre scripts as a group by reading their roles orally. Five different scripts were used during the intervention. Simple costumes and props were used, and the students stood or sat when performing. The control group followed the regular reading program, which consisted of the use of chapter trade books and a variety of leveled books. The results of the pretests and posttests of the two groups were compared to see if the intervention had a significant effect on oral language, reading fluency, and reading comprehension. There was improvement in oral language, reading fluency, and reading comprehension in the treatment group receiving Readers' Theatre, however, no significant difference was found in these areas between the treatment and control groups in the posttest means. |
