Abstract
This Master’s thesis project intends to examine Readers’ Theater and its impact on the oral reading fluency growth of first through eighth graders, as well as how it can be used as a motivational literacy tool. In addition, with increasing demands and tight time constraints, this project also attempts to reveal ways in which teachers can implement Readers’ Theater activities into existing literacy curriculums. A literature review is conducted in order to answer the project’s guiding questions. The findings reveal Readers’ Theater as an authentic and motivating literacy tool that can provide oral reading fluency growth in students with all reading abilities. This project also provides information on how Readers’ Theater can be adapted and fit into existing curriculums and other content areas. A professional development workshop is developed based on the characteristics and formats of successful professional development workshops identified in literature.
