The influence of Curriculum Based Reader's Theater on science students' performance on in-class assessments

Dublin Core

Title

The influence of Curriculum Based Reader's Theater on science students' performance on in-class assessments

Description

MS Ed: Teaching Literacy

Abstract

This study explored the implementation of Curriculum Based Reader's Theater in a 5th grade science classroom. Traditional Reader's Theater is often used in classroom as an engaging activity for students. The instructional purposes of traditional Reader's Theater range from supporting story comprehension, increasing reading fluency, and boosting the motivation to read. This study used a variation of Reader's Theater, known as Curriculum Based Reader's Theater (CBRT), to introduce science students to new content information. The participants of study were 13 fifth grade students and a science teacher from a Title I school located in New York City. The purpose of study was to measure the impact of Curriculum Based Reader's Theater on both students' acquisition of new knowledge per in-class formative summative assessments and their motivation to learn science. Over the course of four lessons, students were introduced to the topic of astronomy through teacher created scripts. On day five, the final day of the unit, students were given a ten question quiz to assess the content learned. Results suggested that Curriculum Based Reader's Theater is an effective teaching strategy introducing new science content knowledge. Curriculum Based Reader's Theater also supp0l1s students' acquisition of new science content knowledge, while increasing students' levels of motivation and participation in science. The researcher suggests that adaptations to the implementation of Curriculum Based Reader's Theater may increase the effectiveness of the strategy.

Creator

Giglia, Gina

Date Accepted

2015

Rights

U.S. and international copyright laws may protect this work. It is provided by Wagner College for scholarly or research purposes only. Commercial use or distribution is not permitted without prior permission of the copyright holder.

Is Part Of

Wagner College Electronic Thesis Collection

Format

application/pdf

Extent

92 pages

Language

eng

Type

Text

Identifier

Ed_2015_Giglia_Influence

Citation

Giglia, Gina, “The influence of Curriculum Based Reader's Theater on science students' performance on in-class assessments,” Wagner College Digital Collections, accessed September 25, 2021, https://wagnercollections.omeka.net/items/show/17467.