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Using Reader's Theater to Engage Eng...

Bruckman-Laudenslager, Denise Rae.

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Using Reader's Theater to Engage English Language Learners: A Case Study.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Using Reader's Theater to Engage English Language Learners: A Case Study./
Author:	Bruckman-Laudenslager, Denise Rae.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2019,
Description:	159 p.
Notes:	Source: Dissertations Abstracts International, Volume: 80-10, Section: A.
Contained By:	Dissertations Abstracts International80-10A.
Subject:	English as a Second Language. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=13857692
ISBN:	9781392050217

Using Reader's Theater to Engage English Language Learners: A Case Study.
Bruckman-Laudenslager, Denise Rae.

Using Reader's Theater to Engage English Language Learners: A Case Study. - Ann Arbor : ProQuest Dissertations & Theses, 2019 - 159 p.

Source: Dissertations Abstracts International, Volume: 80-10, Section: A.

Thesis (Ed.D.)--Northcentral University, 2019.

This item must not be added to any third party search indexes.

English Language Learners are a growing population in the United States and require instructional programs that enhance their ability to engage in the curriculum. In this three-week long qualitative, multiple case study, fourteen English Language Learners and six teachers from third, fourth, and fifth grade participated in open-ended interviews and were observed by the researcher in order to ascertain the effect of Reader's Theater on English Language Learners' engagement. The problem addressed was the difficulty English Language Learners face in maintaining classroom engagement and staying motivated to increase their oral reading skills. The purpose of this qualitative multiple case study was to explore the experiences of ELL students and their teachers using Reader's Theater in the classroom to enhance student motivation and engagement in oral reading. The study focused on the following questions: How do students perceive their engagement and motivation in oral reading while participating in Reader's Theater? and How do teachers perceive student engagement and motivation in oral reading while participating in Reader's Theater? Using Krashen's Affective Filter Hypothesis, which explains the positive effects that engagement, motivation, self-esteem, and anxiety play in learning a language, open-ended interview questions were formulated to ascertain English Language Learners' and their instructors' perceived levels of engagement and anxiety. During open-ended interviews, teachers claimed that Reader's Theater kept their students engaged throughout the duration of instruction. In addition, students stated that they were engaged during Reader's Theater. Analysis of researcher observations indicated that 86% of the participants were engaged throughout the application of Reader's Theater. In conclusion, Reader's Theater should be used within the classroom to promote engagement; however, teachers need to be cognizant of student levels of anxiety. In order to improve the education of English Language Learners, additional research is needed to determine the effect of Reader's Theater on various ethnicities and on the possible implication of Reader's Theater on comprehension and vocabulary acquisition.

ISBN: 9781392050217Subjects--Topical Terms:

3423938
English as a Second Language.

Using Reader's Theater to Engage English Language Learners: A Case Study.
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300 $a 159 p.
500 $a Source: Dissertations Abstracts International, Volume: 80-10, Section: A.
500 $a Publisher info.: Dissertation/Thesis.
500 $a Advisor: Mazze, Candace;Boberg, Janet.
502 $a Thesis (Ed.D.)--Northcentral University, 2019.
506 $a This item must not be added to any third party search indexes.
506 $a This item must not be sold to any third party vendors.
520 $a English Language Learners are a growing population in the United States and require instructional programs that enhance their ability to engage in the curriculum. In this three-week long qualitative, multiple case study, fourteen English Language Learners and six teachers from third, fourth, and fifth grade participated in open-ended interviews and were observed by the researcher in order to ascertain the effect of Reader's Theater on English Language Learners' engagement. The problem addressed was the difficulty English Language Learners face in maintaining classroom engagement and staying motivated to increase their oral reading skills. The purpose of this qualitative multiple case study was to explore the experiences of ELL students and their teachers using Reader's Theater in the classroom to enhance student motivation and engagement in oral reading. The study focused on the following questions: How do students perceive their engagement and motivation in oral reading while participating in Reader's Theater? and How do teachers perceive student engagement and motivation in oral reading while participating in Reader's Theater? Using Krashen's Affective Filter Hypothesis, which explains the positive effects that engagement, motivation, self-esteem, and anxiety play in learning a language, open-ended interview questions were formulated to ascertain English Language Learners' and their instructors' perceived levels of engagement and anxiety. During open-ended interviews, teachers claimed that Reader's Theater kept their students engaged throughout the duration of instruction. In addition, students stated that they were engaged during Reader's Theater. Analysis of researcher observations indicated that 86% of the participants were engaged throughout the application of Reader's Theater. In conclusion, Reader's Theater should be used within the classroom to promote engagement; however, teachers need to be cognizant of student levels of anxiety. In order to improve the education of English Language Learners, additional research is needed to determine the effect of Reader's Theater on various ethnicities and on the possible implication of Reader's Theater on comprehension and vocabulary acquisition.
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