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Readers' Theater: A Process of Developing Fourth-Graders' Reading Fluency

机译：读者剧院：四年级学生阅读流利度的发展过程

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摘要

This study examines the process of fluency development of three fourth-grade readers of varying reading abilities. Participants were selected based on the number of words they read correctly per minute (WCPM) on the Qualitative Reading Inventory and their score on the Multidimensional Fluency Scale (MFS). Students participated in an 8-week intervention using readers' theater for fluency instruction and practice. Both qualitative and quantitative methods were used. Students were observed during the literacy block of the school day, interviewed three times each, and provided weekly student self-reports. WCPM and MFS scores were recorded weekly. Findings showed inconsistent accuracy scores but documented the progress of students' development in two of the four MFS categories: pace and expression/volume. Motivation and confidence also increased through use of readers' theater.
机译：这项研究考察了三个具有不同阅读能力的四年级读者的流利度发展过程。根据定性阅读量表上每分钟正确阅读的单词数（WCPM）和多维流利度量表（MFS）的得分，选择参与者。学生使用读者剧院进行了为期8周的干预，以进行流畅的指导和练习。使用定性和定量方法。在上学日的扫盲期间对学生进行观察，每次访谈3次，并提供每周的学生自我报告。每周记录WCPM和MFS分数。调查结果显示准确性得分不一致，但在四个MFS类别中的两个类别中记录了学生的发展进度：速度和表情/音量。通过使用读者的剧场，动机和信心也得到了提高。

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  • 来源
    《Reading Psychology》 |2009年第4期|359-385|共27页
  • 作者

    Rachel Clark; Timothy G. Morrison; Brad Wilcox;

  • 作者单位

    Department of Teacher Education, Brigham Young University, Provo, Utah, USA;

    Department of Teacher Education, Brigham Young University, Provo, Utah, USA;

    Department of Teacher Education, Brigham Young University, Provo, Utah, USA;

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