How does reader\u27s theater affect English language learners\u27 reading fluency and reading comprehension

This research study investigates the role of reader\u27s theater on the reading fluency and comprehension of English language learners (ELLs). According to Kuhn and Stahl (2000), fluency directly affects comprehension by bridging the gap between word recognition and comprehension. This study explores reader\u27s theater as a means of improving that fluency and comprehension. The case study was conducted 45 minutes daily for six weeks with three first-grade ELLs. Using reader\u27s theater, explicit instruction was provided in timing, stress, intonation, and comprehension strategies. The value of this instruction and degree of student learning were measured through student self-reports, student interviews, digital recordings, anecdotal records, fluency evaluations, and retells. The study demonstrates that explicit instruction with reader\u27s theater appears to increase the oral reading fluency and comprehension, as well as being a motivating strategy for ELLs