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Previous research provides support for the use of Readers Theater as a way to teach literacy and improve reading comprehension. Readers Theater involves listening to a story, engaging in repeated readings of the story, and performing the story using vocal intonation, reading rate, facial expressions, and body movements to accurately portray the meaning of each line. An empirical demonstration of the effect of Readers Theater on reader self-efficacy has yet to occur. Further, previous research rarely evaluated the magnitude of improvements associated with Readers Theater with the magnitude of improvements associated with maturation and traditional classroom instruction. The purpose of the present study was to evaluate the efficacy of a Readers Theater intervention on improving reading comprehension and reader self-efficacy in elementary students, beyond that related to maturation or traditional classroom instruction. It was expected that participants receiving the Readers Theater intervention would exhibit greater improvements in reading comprehension and reader self-efficacy when compared to a control group. It was also anticipated that when the second group received the intervention, the findings would be replicated. Participants were 24 fourth, fifth, and sixth graders. Results support the use of Readers Theater as a supplemental technique for reading instruction. Participants displayed some improvements in reading comprehension and various aspects of reader self-efficacy. Further research is needed to extend the findings to a larger population and refine techniques to maximize benefits.

Grief is the reaction to the loss of anything valuable, and therefore both the widowed and the divorced experience the grief process. Research shows that learning about the cyclic stages and symptoms of grief and knowing that others have successfully recovered can be helpful to the griever. The purpose of this thesis has been to develop and produce a compiled Readers Theatre script containing factual material about the stages and symptoms of the grief process as it relates to the widowed and divorced, and also personal testimonies of people who have successfully worked through their grief. In addition to the script, the thesis includes a discussion on pathological grief and on the similarities and differences in widowed and divorced grief.

本個案研究旨在探討讀者劇場對一位參與英語補救教學的國小學童口語閱讀流暢度以及學習態度的影響。資料收集與分析主要採取質性之資料收集及分析法，以期對於讀者劇場教學之於國小學童口語閱讀流暢度和學習態度能有更深入的了解。參與本研究的學生為一位就讀於新北市公立國小五年級，從小一就開始參與補救教學的學童。研究期間自民國一百零三年三月至民國一百零三年五月，資料收集方式以課堂錄影觀察、教學日誌、半結構式訪談為主，以及每週閱讀流暢度檢測為輔。 研究結果顯示，在口語流暢度方面，無論是正確度、情緒和音量、斷句、流暢性以及速度等面向皆有所進步。另一方面，由於讀者劇場提供學生真實的表演機會，提高學生的自我效能感，給予學習者自主學習的機會，以及創造出合作學習的氛圍，學生在學習態度方面也因此有所提升。研究者根據這些發現，提出對讀者劇場應用於國小學童口語流暢度訓練和提升學習興趣的看法，及未來研究方向的建議，以期對英語教學能有更多建設性的研究貢獻。 / This case study attempts to investigate the influences of Readers Theater on an EFL young learner’s oral reading fluency and learning attitudes. To achieve the purpose of this study, qualitative methods were adopted to capture a holistic understanding of the young learner’s oral reading fluency development and changes of learning attitudes. The participant was a fifth grader who studied in a public elementary school in Taipei City. He has been in a remedial English class since first grade. Data was collected from March 2014 to May 2014. The video-recordings of classroom observation, the teacher’s journals, the student’s learning log, one semi-structured interview, and multi-fluency assessments were utilized as data for the analyses of the influences of Readers Theater on an EFL young learner’s oral reading fluency development and learning attitudes. The results revealed that the participant improved his oral reading fluency and showed positive attitudinal changes while receiving the Readers Theater instruction. In terms of his oral reading fluency development, he first developed word recognition in accuracy; acquired prosodic reading ability gradually in expression and volume; learned to pause appropriately in phrasing; decreased hesitations while reading in smoothness; and increased reading speed in pacing. Moreover, his learning attitudes became positive, because RT provided authentic purposes for reading, increased his self-efficacy, and created an autonomous and cooperative learning atmosphere. Based on the findings, pedagogical implications and suggestions were recommended for future research. It is hoped that this thesis will provide some insights into the dynamics of Readers Theater instruction as well as EFL young learners’ oral reading fluency development and attitudinal changes of learning.

This thesis examines the possibilities of social-context issues in interpretation. A group interpretation script relating the current difficult conditions of rural Iowa was compiled. Three experts in the field of interpretation were asked to evaluate the potential of this social-context script. It was discovered that a compiled interpretation script of Iowa literature can successfully depict the social concerns facing the family farms of Iowa.

The problem of this study was a comparison of the responses of students to three techniques of teaching literature. From this comparison, the most effective technique of teaching literature was identified. The three techniques selected for the study were silent reading, Readers Theatre, and videotape Readers Theatre. These three techniques were compared on achievement and attitude response. Effectiveness of each technique was examined by noting each grade level and the pooled-technique effectiveness scores. Also, black and white video-tape scores were examined in comparison to scores from the presentation of color video-tape. The analysis of data revealed that Readers Theatre resulted in significantly higher mean scores on attitude-scale tests than either of the other two techniques. The teaching technique of silent reading produced significantly higher mean comprehension scores than did either Readers Theatre or black and white video-tape, although Readers Theatre resulted in higher mean comprehension scores than did black and white video-tape. Silent reading produced a higher mean score than did black and white video-tape on the attitude-scale tests. Since silent reading produced significantly higher scores on comprehension of literature, it was concluded that silent reading is the most effective method for achieving comprehension. However, it was also concluded that Readers Theatre is of importance in the domain of attitude and affect. This study isolated Readers Theatre as the most effective teaching technique for attitude response toward literature.

The purpose of this thesis has been to prepare a script based on the life and works of Dante Alighieri, with special attention to the effects of medieval culture and politics on him and his works. Chapter I includes a discussion of the reputation and poetry of Dante, as well as the purpose and procedure followed in this thesis. Chapter II describes the historical and cultural background of Medieval Europe during Dante's time. Chapter III describes Dante's life and works. Chapter IV contains the script and a production concept that offers ideas and suggestions concerning the production of the script.

The purpose of this project was to prepare a group interpretation script which is derived from the books cited in the title. An effort was made to prepare a unified script reflecting contemporary American Indian concepts of mysticism, philosophy, ecology, psychology, and education by selecting appropriate portions from the three books. The thesis includes a production concept, production procedures, the rationale for selection of excerpts, and the finished script, It is designed to employ seven readers and is divided into six parts. Those elements may be altered to fit various physical arrangements and program lengths.