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1 Using Reader’s Theater to Using Reader’s Theater to Promote Literacy for English Promote Literacy for English Language Learners Language Learners Dr. Evie Tindall Dr. Evie Tindall Regent University Regent University [email protected] [email protected] u u Dr. Deanna Nisbet Dr. Deanna Nisbet Regent University Regent University [email protected] [email protected]

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Page 1: 1 Using Readers Theater to Promote Literacy for English Language Learners Dr. Evie Tindall Regent University evietin@regent.edu Dr. Deanna Nisbet Regent

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Using Reader’s Theater to Promote Using Reader’s Theater to Promote Literacy for English Language LearnersLiteracy for English Language Learners

Dr. Evie TindallDr. Evie TindallRegent UniversityRegent [email protected]@regent.edu

Dr. Deanna NisbetDr. Deanna NisbetRegent UniversityRegent [email protected]@regent.edu

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Reader’s TheaterReader’s Theater

Reader’s Theater: Description Reader’s Theater: Description

The Sedgefield Elementary Project: The Sedgefield Elementary Project: Development and ImplementationDevelopment and Implementation

Benefits for ELLs: Overall English Proficiency Benefits for ELLs: Overall English Proficiency and Social/Emotionaland Social/Emotional

Benefits for ELLs: Promoting Literacy Benefits for ELLs: Promoting Literacy

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Description of Reader’s TheaterDescription of Reader’s Theater

Reader’s Theater is a rehearsed groupReader’s Theater is a rehearsed grouppresentation involving dramatic oralpresentation involving dramatic oralexpression in which students read ratherexpression in which students read ratherthan memorize scripts. than memorize scripts. (Flynn, 2005; O’Neill, 2001)(Flynn, 2005; O’Neill, 2001)

Page 4: 1 Using Readers Theater to Promote Literacy for English Language Learners Dr. Evie Tindall Regent University evietin@regent.edu Dr. Deanna Nisbet Regent

Key CharacteristicsKey Characteristics

Meaning is conveyed through interpretative and expressive Meaning is conveyed through interpretative and expressive readingreading rather than acting, props, and costumes.rather than acting, props, and costumes.

Voice inflections, gestures, and facial expressions express moodVoice inflections, gestures, and facial expressions express mood

Students Students readread scripts rather than memorize them. scripts rather than memorize them.

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The Sedgefield ProjectThe Sedgefield Project

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Reader’s Theater Reader’s Theater project conductedproject conductedas part of a Regent as part of a Regent University graduateUniversity graduatecourse in Teaching Readingcourse in Teaching Reading

Setting: Sedgefield Setting: Sedgefield Elementary School,Elementary School,Newport News, VANewport News, VA 43% Limited English Proficient43% Limited English Proficient

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The Sedgefield ProjectThe Sedgefield Project

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ParticipantsParticipants Classroom teachers, Classroom teachers,

specialists (reading,specialists (reading,technology, music, technology, music, ESL) and ESL) and administratorsadministrators

Students in K-5 classrooms Students in K-5 classrooms

(Multiple(Multipleclasses per grade)classes per grade)

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Development and Implementation of Development and Implementation of Reader’s Theater at SedgefieldReader’s Theater at Sedgefield

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Four Stages of Reader’s TheaterFour Stages of Reader’s Theater

PreparationPreparation

RehearsalRehearsal

AssessmentAssessment

PerformancePerformance

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Stage 1Stage 1Preparation: Content and FormPreparation: Content and Form

Develop a ScriptDevelop a Script

Choose story or a story segment that is Choose story or a story segment that is 5-15 minutes in length, depending on the 5-15 minutes in length, depending on the age of the students age of the students

Consider cultural connections. Consider cultural connections.

Do a preparatory analysis Do a preparatory analysis (See Appendix A)(See Appendix A)

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Preparation: Content and FormPreparation: Content and Form

Develop a ScriptDevelop a Script Use an extra copy of the textUse an extra copy of the text Highlight all dialogue in yellow.Highlight all dialogue in yellow. Highlight critical information for narration in Highlight critical information for narration in

another color. (Narration can be used for another color. (Narration can be used for the setting and actions that support the setting and actions that support dialogue)dialogue)

Highlight the characters in different colors.Highlight the characters in different colors. Type the script. Bold student roles. Type the script. Bold student roles.

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Preparation: Content and FormPreparation: Content and Form

Match roles with students by considering the Match roles with students by considering the following aspects:following aspects:

Student personalityStudent personalityStudent interestStudent interestLanguage Proficiency Language Proficiency

LevelLevelInstructional ReadingInstructional Reading

LevelLevel

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Preparation: Content and FormPreparation: Content and Form

Prepare Scripts for ReadingPrepare Scripts for Reading Make 2 copies of the script for each student Make 2 copies of the script for each student

(one for home and one for school)(one for home and one for school) Place scripts in plain folders Place scripts in plain folders Provide each reader with a folderProvide each reader with a folder Ask students to write their name and the Ask students to write their name and the

character name in the top right corner of the character name in the top right corner of the script. script.

Have students highlight their role and Have students highlight their role and speaking parts throughout the script.speaking parts throughout the script.

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Preparation: Content and FormPreparation: Content and Form

Prepare Name CardsPrepare Name Cards

Prepare character name cards on the Prepare character name cards on the computer. Print on cardstock. computer. Print on cardstock.

Use yarn, string, or cord. Use yarn, string, or cord. Attach to the upper topAttach to the upper topcorners of the name card.corners of the name card.

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Preparation: Content and FormPreparation: Content and Form

Prepare Performance SpacePrepare Performance Space

Decide whether the performers will sit or Decide whether the performers will sit or standstand

Decide on the performance space.Decide on the performance space. Mark the space with tape.Mark the space with tape.

walkingIn.wmvwalkingIn.wmv

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Stage 2Rehearsal: The Heart

Prepare the StudentsPrepare the StudentsStoryStory Analyze and Discuss the StoryAnalyze and Discuss the Story Develop a Story MapDevelop a Story Map

CharactersCharacters Analyze and Discuss the CharactersAnalyze and Discuss the Characters Develop a Character Map Develop a Character Map

A wonderful resource:A wonderful resource:http://www.educationoasis.com/curriculum/GO/http://www.educationoasis.com/curriculum/GO/

character_story.htmcharacter_story.htm

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Rehearsal: The HeartPrepare the Students: Rehearse script in a variety Prepare the Students: Rehearse script in a variety

of ways.of ways.

Oral Reading ModelOral Reading Model

• Teacher DemonstrationTeacher Demonstration

Re-Readings with Support Re-Readings with Support and Feedbackand Feedback

• Echo readingEcho reading• Choral readingChoral reading• Buddy readingBuddy reading• Individual oral readingIndividual oral reading

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Rehearsal: The Heart

Prepare the StudentsPrepare the Students

Emphasize Reading Emphasize Reading Fluency (Accuracy, rate, Fluency (Accuracy, rate, phrasing, and expression)phrasing, and expression)

Focus on oral interpretation Focus on oral interpretation (Convey meaning (Convey meaning through voice, facial expressions, and gestures.)through voice, facial expressions, and gestures.)

Address appropriate posture, attentiveness, Address appropriate posture, attentiveness, vocal and volume changes, varying tempo vocal and volume changes, varying tempo patterns, voice projection, facial expressions and patterns, voice projection, facial expressions and gestures.gestures.

howard.wmvhoward.wmv

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Rehearsal: The Heart

Prepare the StudentsPrepare the Students Critique performance. Use the character name Critique performance. Use the character name

instead of student name. instead of student name. Example: “Little Mouse, Example: “Little Mouse, remember to sound afraid. Let’s practice together. Now remember to sound afraid. Let’s practice together. Now you do it.”you do it.”

Rehearse entrances, exits, and any stage Rehearse entrances, exits, and any stage movements until they run smoothly.movements until they run smoothly.

If possible, video and critique rehearsal and/or If possible, video and critique rehearsal and/or performance.performance.

Rehearse in front of an audience prior to the final Rehearse in front of an audience prior to the final performance.performance.

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Rehearsal: The Heart

Prepare the Students for AssessmentPrepare the Students for Assessment Poise/Focus:Poise/Focus:

Posture and AttentivenessPosture and Attentiveness Eye Contact:Eye Contact:

Focus on a point above Focus on a point above the heads of the audience the heads of the audience when not reading. when not reading. Look up from the script Look up from the script from time to time when reading.from time to time when reading.

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Rehearsal: The Heart

Prepare the Students for AssessmentPrepare the Students for Assessment

Projection/Diction: Volume and articulationProjection/Diction: Volume and articulation

Expressive Reading: Attention to Expressive Reading: Attention to punctuation, accurate reading, appropriate punctuation, accurate reading, appropriate rate and phrasing, appropriate expression rate and phrasing, appropriate expression through voice, facial expressions, and through voice, facial expressions, and gestures. gestures. ww.wmvww.wmv

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Stage 3Stage 3Assessment/RefinementAssessment/Refinement

Conduct Assessments/Refine PerformanceConduct Assessments/Refine Performance

Teacher-Assessment Teacher-Assessment (See Appendix B)(See Appendix B)

Self-Assessment Self-Assessment (See Appendix B)(See Appendix B)

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Stage 4Stage 4 Performance: The Outcome Performance: The Outcome

EntranceEntrance Have readers enter from the back or one side of the Have readers enter from the back or one side of the

room.room. Arrange readers in the order that they are listed.Arrange readers in the order that they are listed. Have readers carry their scripts in the hand furthest Have readers carry their scripts in the hand furthest

from the audience.from the audience. On signal, readers walk to the performance space On signal, readers walk to the performance space

and line up on the marked line. and line up on the marked line. On signal, readers lift their script folders On signal, readers lift their script folders to chest to chest

height and open their scripts.height and open their scripts.

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Performance: The OutcomePerformance: The Outcome

Introduction of RT, Readers, and RolesIntroduction of RT, Readers, and Roles On signal, a designated reader steps forward and On signal, a designated reader steps forward and

says: “Welcome to our Reader’s Theater says: “Welcome to our Reader’s Theater Performance. The title of the story is _______, Performance. The title of the story is _______, and the author is _______.”and the author is _______.”

Each reader steps forward and says: "My name is Each reader steps forward and says: "My name is _______, and I am reading the part of the _______." _______, and I am reading the part of the _______." Each reader steps back into line when finished. Each reader steps back into line when finished.

On signal, the performance begins. On signal, the performance begins.

StudentsIntroducing.wmvStudentsIntroducing.wmv

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Performance: The OutcomePerformance: The Outcome

Readers speak directly to Readers speak directly to the audience, not to each the audience, not to each other. Readers focus their other. Readers focus their eyes slightly above the eyes slightly above the heads of audience.heads of audience.

At the end of the At the end of the performance, a designated performance, a designated student steps forward and student steps forward and says, “This concludes our says, “This concludes our Reader’s Theater. We hope Reader’s Theater. We hope you have enjoyed our you have enjoyed our performance.” performance.”

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Performance: The OutcomePerformance: The Outcome

Exit Exit On signal, readers lower their script folder and On signal, readers lower their script folder and

place it in their hand furthest from the audience.place it in their hand furthest from the audience.

One signal, readers exit the performance space One signal, readers exit the performance space in the reverse order that they entered.in the reverse order that they entered.

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Examples of Examples of AdaptationsAdaptations

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Level 1 and 2 studentsLevel 1 and 2 students::

When assigning parts, have these studentsWhen assigning parts, have these students

read recurring content or place them in a chorus read recurring content or place them in a chorus that reads recurring content.that reads recurring content.

Write parts to fit students’ language proficiency and Write parts to fit students’ language proficiency and reading level.reading level.

Choose culturally relevant literature to maximize Choose culturally relevant literature to maximize connections. connections.

Allow students to first read the story in their native Allow students to first read the story in their native language, then read it in English.language, then read it in English.

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Examples of AdaptationsExamples of Adaptations

Pre-teach critical vocabularyPre-teach critical vocabulary Support words with pictures on the story maps, Support words with pictures on the story maps,

character maps, name cards, and self-character maps, name cards, and self-evaluations.evaluations.

Provide labeled pictures of character moods Provide labeled pictures of character moods (happy, sad, etc.)(happy, sad, etc.)

Pair students with a strong reader and provide Pair students with a strong reader and provide additional practice.additional practice.

Rehearse, rehearse, rehearse!Rehearse, rehearse, rehearse!

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BenefitsBenefits

The benefits of Reader’s Theater are The benefits of Reader’s Theater are multiple and varied for all students --multiple and varied for all students --

especially English Language Learnersespecially English Language Learners

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Ultimate BenefitUltimate Benefit

““When we are helping students to When we are helping students to better techniques of reading through better techniques of reading through greater sensitivity to diction, tone, greater sensitivity to diction, tone, structures, image, symbol, narrative structures, image, symbol, narrative movement, we are helping them to movement, we are helping them to make more refined responses that make more refined responses that are ultimately the source of human are ultimately the source of human understanding and sensitivity to understanding and sensitivity to human valueshuman values” ” (Rosenblatt , 1938/1968, p. 290)(Rosenblatt , 1938/1968, p. 290)

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Benefits for ELLs ObservedBenefits for ELLs Observedin the Sedgefield Projectin the Sedgefield Project

Overall Language Overall Language ProficiencyProficiency

Social/EmotionalSocial/Emotional

Reading and Reading and WritingWriting

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Benefits for ELLS:Benefits for ELLS:Overall Language ProficiencyOverall Language Proficiency

Provides meaningful opportunities to use Provides meaningful opportunities to use oral languageoral language

Motivates students to use languageMotivates students to use language

Builds social and academic vocabulary Builds social and academic vocabulary (Cummins, 1984, 1999)(Cummins, 1984, 1999)

Provides social interaction with languageProvides social interaction with language(Cummins, 1984, 1999; Krashen, 1982, 1985; Krashen & Terrell, (Cummins, 1984, 1999; Krashen, 1982, 1985; Krashen & Terrell,

1983)1983)

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Benefits for ELLS: Benefits for ELLS: Overall Language ProficiencyOverall Language Proficiency

Integrates and stimulates the use of all Integrates and stimulates the use of all language modeslanguage modes

Promotes the use of the mechanics of Promotes the use of the mechanics of EnglishEnglish

Allows for differentiation of varying levelsAllows for differentiation of varying levelsof language proficiencyof language proficiency

(Krashen, 1982, 1985; Krashen & Terrell, 1983)(Krashen, 1982, 1985; Krashen & Terrell, 1983)3232

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Benefits for ELLs:Benefits for ELLs:Social /EmotionalSocial /Emotional

Provides a common focus with a sense of Provides a common focus with a sense of belongingbelonging

Develops interpersonal, social, and Develops interpersonal, social, and collaborative skillscollaborative skills

Builds confidence in performing before an Builds confidence in performing before an audienceaudience

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Benefits for ELLs:Benefits for ELLs:Social/EmotionalSocial/Emotional

Provides the individual as well as the group Provides the individual as well as the group with a sense of accomplishmentwith a sense of accomplishment

Allows for a non-threatening way of self-Allows for a non-threatening way of self-expression under the safe covering of the expression under the safe covering of the story characterstory character

Promotes safe, caring, respectful, and Promotes safe, caring, respectful, and responsible communitiesresponsible communities

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Benefits for ELLs:Benefits for ELLs:Promoting Literacy Promoting Literacy

Fosters a positive attitude toward reading and builds Fosters a positive attitude toward reading and builds the student’s confidence as a the student’s confidence as a readerreader (Millin & Rinehart, 1999)(Millin & Rinehart, 1999)

Motivates students to read Motivates students to read (Millin & Rinehart, 1999; Rinehart, 1999, (Millin & Rinehart, 1999; Rinehart, 1999, 2001)2001)

Engages students in meaningful reading experiences Engages students in meaningful reading experiences (Martinez, Roser, & Strecker, 1999; Millin & Rinehart, 1999; Rinehart, 1999, 2001)(Martinez, Roser, & Strecker, 1999; Millin & Rinehart, 1999; Rinehart, 1999, 2001)

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Benefits for ELLs:Benefits for ELLs:Promoting Literacy Promoting Literacy

Builds oral language fluency Builds oral language fluency (Griffith & Rasinski, (Griffith & Rasinski, 2004; Kozub, 2000; Martinez, Roser, & Strecker, 1999; Millin & 2004; Kozub, 2000; Martinez, Roser, & Strecker, 1999; Millin & Rinehart, 1999; Rinehart, 1999, 2001; Worthy & Prater. 2002)Rinehart, 1999; Rinehart, 1999, 2001; Worthy & Prater. 2002)

Fosters reading comprehension Fosters reading comprehension (Millin & (Millin & Rinehart, 1999; Stayer & Allington, 1991; Worthy & Prater, 2002)Rinehart, 1999; Stayer & Allington, 1991; Worthy & Prater, 2002)

Promotes instructional level gains Promotes instructional level gains (Martinez, (Martinez, Roser, & Strecker, 1999; Millin & Rinehart, 1999)Roser, & Strecker, 1999; Millin & Rinehart, 1999)

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Benefits for ELLs:Benefits for ELLs:Promoting LiteracyPromoting Literacy

Promotes understanding of text structure and Promotes understanding of text structure and writers craftwriters craft

Promotes metacognition Promotes metacognition (Kelleher, 1997)(Kelleher, 1997)

Enhances retention Enhances retention (Flynn, 2004)(Flynn, 2004)

Allows for differentiation of varying reading Allows for differentiation of varying reading levels levels

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Benefits for ELLs:Benefits for ELLs:Promoting LiteracyPromoting Literacy

Prompts students to write Prompts students to write (Liu, 2000 ; Stewart, 1997)(Liu, 2000 ; Stewart, 1997)

Complements other classroom goals Complements other classroom goals and and activitiesactivities (Martinez, Roser, & Strecker, 1999; Millin & (Martinez, Roser, & Strecker, 1999; Millin & Rinehart, 1999)Rinehart, 1999)

Promotes skill transfer to other reading Promotes skill transfer to other reading activities activities (Martinez, Roser, & Strecker, 1999; Millin & Rinehart, (Martinez, Roser, & Strecker, 1999; Millin & Rinehart, 1999)1999)

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““Time after time, teachers have Time after time, teachers have reported that Reader’s Theater is the reported that Reader’s Theater is the

single most motivating, effective single most motivating, effective reading activity they have used.” reading activity they have used.”

(Worthy & Prater, 2002, p. 295)(Worthy & Prater, 2002, p. 295)  

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““One of the unique contributions of One of the unique contributions of readers’ theater to this picture is that it readers’ theater to this picture is that it offers an integrated language event with offers an integrated language event with an authentic communication purpose. an authentic communication purpose. These students were excited about These students were excited about reading their scripts because they reading their scripts because they couldcould and because someone wanted to listen and because someone wanted to listen to them.”to them.”

(Rinehart, 1999, p.87)(Rinehart, 1999, p.87)

  

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Special Thanks to…Special Thanks to… Patricia Tilghman (principal) and teachers of Patricia Tilghman (principal) and teachers of

Sedgefield Elementary School, Newport Sedgefield Elementary School, Newport News, VA.News, VA.

Lisa Sullivan, Children’s Librarian, Virginia Lisa Sullivan, Children’s Librarian, Virginia Beach Public LibraryBeach Public Library

Jason Maurer and James Maurer, Jason Maurer and James Maurer, Information Technology Department, Regent Information Technology Department, Regent University.University.

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ReferencesReferences

Cummins, J. (1984Cummins, J. (1984). Bilingualism and special ). Bilingualism and special education: Issues in assessment and education: Issues in assessment and pedagogy.pedagogy. Clevedon, England: Multilingual Clevedon, England: Multilingual Matters. Matters.

Cummins, J. (1999Cummins, J. (1999). BICS and CALP: Clarifying ). BICS and CALP: Clarifying the distinction.the distinction. (ERIC Document (ERIC Document Reproduction Service No. ED438551).Reproduction Service No. ED438551).

Flynn, R.(2004). Curriculum-based reader’s theater: Flynn, R.(2004). Curriculum-based reader’s theater: Setting the stage for reading and retention. Setting the stage for reading and retention. The The Reading Teacher, 58Reading Teacher, 58(4), 360-365.(4), 360-365. 4242

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ReferencesReferences

Griffith, L. & Rasinski, T.(2004). A focus on fluency: How one Griffith, L. & Rasinski, T.(2004). A focus on fluency: How one teacher incorporated fluency with her reading curriculum. teacher incorporated fluency with her reading curriculum. Reading Teacher, 58Reading Teacher, 58(2),126-137.(2),126-137.

Kelleher, M. (1997). Readers’ theater and metacognition. Kelleher, M. (1997). Readers’ theater and metacognition. The The New England Reading Association Journal, 33(2), 4-12.New England Reading Association Journal, 33(2), 4-12.

Kozub, R (2000). Reader’s theater and its effect on oral Kozub, R (2000). Reader’s theater and its effect on oral language fluency. Retrieved March 5, 2008 from language fluency. Retrieved March 5, 2008 from http://www.readingonline.org/ editorial/edit_index.asp?http://www.readingonline.org/ editorial/edit_index.asp?HREF=august2000/rkrt.htm.HREF=august2000/rkrt.htm.

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ReferencesReferences

Krashen, S. (1982). Krashen, S. (1982). Principles and practice in second Principles and practice in second language acquisition.language acquisition. Oxford: Pergamon Press. Oxford: Pergamon Press.

Krashen, S. (1985). Krashen, S. (1985). The input hypothesis. The input hypothesis. London: London: Longman. Longman.

Krashen, S., & Terrell, T. (1983). Krashen, S., & Terrell, T. (1983). The natural approach: The natural approach: Language in the classroom. Language in the classroom. Oxford: Pergamon Oxford: Pergamon Press.Press.

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ReferencesReferences

Liu, J. (2000). The power of reader’s theater: From Liu, J. (2000). The power of reader’s theater: From reading to writing, reading to writing, ELT JournalELT Journal, , 5454(4), 354.(4), 354.

Martinez, M., Roser, N., & Strecker, S. (1999). “I Martinez, M., Roser, N., & Strecker, S. (1999). “I never thought that I could be a star”: A reader’s never thought that I could be a star”: A reader’s theater ticket to fluency. theater ticket to fluency. The Reading Teacher, The Reading Teacher, 52(4), 326-334.52(4), 326-334.

Millin, E., & Rinehart, S. (1999). Some of the benefits of Millin, E., & Rinehart, S. (1999). Some of the benefits of reader’s theater participation for second-grade Title I reader’s theater participation for second-grade Title I students. students. Reading Research and InstructionReading Research and Instruction, , 3939(1), (1), 71-88.71-88.

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O’Neill, A.(2001). Hassle-free drama: The joy of O’Neill, A.(2001). Hassle-free drama: The joy of reader’s theater. reader’s theater. Book Links,Book Links,11(1)11(1), , 57-62.57-62.

Rinehart, R. (1999). "Don't think for a minute that I am Rinehart, R. (1999). "Don't think for a minute that I am getting up there":Opportunities for readers‘ theater getting up there":Opportunities for readers‘ theater in a tutorial for children with reading problems. in a tutorial for children with reading problems. Journal of Reading Psychology, Journal of Reading Psychology, 2020, 71-89., 71-89.

  Rinehart, S. (2001). Establishing guidelines for Rinehart, S. (2001). Establishing guidelines for readers theater with less-skilled readers. readers theater with less-skilled readers. Reading Reading Horizons, 42Horizons, 42(2), 65-75.(2), 65-75.

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Rosenblatt, L. (1968) Literature as explorationRosenblatt, L. (1968) Literature as exploration . . New York: Appleton-Century. (Original work New York: Appleton-Century. (Original work published in 1838)published in 1838)

Stayter, F. & Allington, R. (1991). Fluency and Stayter, F. & Allington, R. (1991). Fluency and understanding of texts. understanding of texts. Theory into PracticeTheory into Practice, , 3030 (3),143-48. (3),143-48.

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Stewart, L. (1997). Reader’s theater and writing Stewart, L. (1997). Reader’s theater and writing workshop: Using children’s literature to prompt workshop: Using children’s literature to prompt student writing. student writing. TheThe Reading TeacherReading Teacher, , 5151(2), (2), 174-175.174-175.

Worthy, J. & Prater, K. (2002). “I thought about it Worthy, J. & Prater, K. (2002). “I thought about it all night”: Readers theater for reading fluency all night”: Readers theater for reading fluency and motivation. and motivation. Reading TeacherReading Teacher, 56 (3), 294-, 56 (3), 294-297.297.

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