Dissertation (Ph. D.)--University of Akron, College of Education, 2005. / "December, 2005." Title from electronic dissertation title page (viewed 08/30/2007) Advisor, Evangeline Newton; Committee members, Harold Foster, Ann Hassenpflug, Carole Newman, Ruth Oswald, Timothy Rasinski; Department Chair, Evonn Welton; Dean of the College, Patricia A. Nelson; Dean of the Graduate School, George R. Newkome. Includes bibliographical references.

Thesis (Ph. D.)--University of California, Santa Cruz, 1984. / Typescript. Includes bibliographical references (leaves 180-182).

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The problem of this study was a comparison of the responses of students to three techniques of teaching literature: silent reading, solo performance, and readers theatre. Students in three classes of grade eleven were selected at three high schools in the north Texas area.

Thesis (Ph. D.)--University of Oregon, 2006. / Typescript. Includes vita and abstract. Includes bibliographical references (leaves 71-75). Also available for download via the World Wide Web; free to University of Oregon users.

This study presents a multicase study that looked at the fluency development of three fourth grade readers of varying reading abilities. The participants were chosen based on two scores, their words correct per minute (WCPM) score and their Multidimensional Fluency Scale score (MFS). The three students participated in an eight-week intervention in which readers theaters were used for fluency instruction and practice. Both qualitative and quantitative methods were used as the researcher observed the students during the literacy block of the day; interviewed the three participants three times; one-on-one, gathered self-report sheets that the participants filled out weekly; and recorded their WCPM and MFS scores weekly. Findings of this study suggest that students' engagement in readers theater helped develop various aspects of fluency: expression, volume, and pace. Motivation and confidence were also found to increase through the use of readers theaters.

The purpose of this project was to prepare a group interpretation script based upon the life of Sinclair Lewis and to direct a production of the script. Major sources for the script are Mark Schorer, Sinclair Lewis: An American Life; Grace Hegger Lewis, With Love From Gracie; and Vincent Sheean, Dorothy and Red. The script employs five readers and has a performance time of approximately fifty-five minutes. The thesis includes a biography of Lewis, a justification for the project, the purpose and procedures followed, as well as discussions of the production concept, adapting material for group interpretation, direction, rehearsal procedures, and evaluations of the script and the performance. The complete script is also included in the thesis.

This oral interpretation thesis studies the use of oral interpretation in social contexts. The context chosen was the Hospice movement, which deals with assisting terminally ill persons and their families through the stages of death and bereavement. A readers theatre script was compiled for "Ann's Haven: Hospice of Denton County," which was selected for the locus of this thesis. The script was presented to various civic groups for the purpose of informing the public and eliciting support for Ann's Haven. It was found that oral interpretation is a viable rhetorical tool and is well liked by audiences as a means of public enlightenment.

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