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

Autor/inn/en	Hautala, Jarkko; Ronimus, Miia; Junttila, Enni
Titel	Readers' Theater Projects for Special Education: A Randomized Controlled Study
Quelle	In: Scandinavian Journal of Educational Research, 67 (2023) 5, S.663-678 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Hautala, Jarkko) ORCID (Ronimus, Miia) ORCID (Junttila, Enni)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0031-3831
DOI	10.1080/00313831.2022.2042846
Schlagwörter	Theater Arts; Drama Education; Reading Instruction; Special Education; Program Effectiveness; Reading Difficulties; Grade 3; Grade 4; Elementary School Students; Oral Reading; Reading Improvement; Self Efficacy; Psychological Patterns; Learner Engagement; Foreign Countries; Reading Rate; Reading Achievement; Finland + Suchen Sie Ihr Suchwort? Theaterwissenschaft; Leseunterricht; Special needs education; Sonderpädagogik; Sonderschulwesen; Reading difficulty; Leseschwierigkeit; School year 03; 3. Schuljahr; Schuljahr 03; School year 04; 4. Schuljahr; Schuljahr 04; Oral work; Reading; Mündliche Übung; Leseprozess; Lesen; Self-efficacy; Selbstwirksamkeit; Ausland; Reading readiness; Reading speed; Lesegeschwindigkeit; Leseleistung; Finnland
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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01