A Readers' Theatre Based Program to Improve the Reading Skills of EFL Secondary Stage Students and Motivation

2020 ◽  
Vol 111 (5) ◽  
pp. 137-155
Author(s):  
زينب حامد على محمد
Keyword(s):  
Reading Skills ◽  
Secondary Stage ◽  
Readers Theatre

scholarly journals Some Benefits of Using Readers Theatre in EFL Classroom

2019 ◽  
Vol 1 (2) ◽  
pp. 47-53
Author(s):  
Desti Angraini
Keyword(s):  
Facial Expressions ◽  
Communication Skills ◽  
Oral Reading ◽  
Reading Ability ◽  
Reading Skills ◽  
Reading Skill ◽  
Hand Gestures ◽  
Content Areas ◽  
Readers Theater ◽  
Readers Theatre

Reading plays an important part in developing learners’ knowledge. By reading, learners will get many benefits, such as adding their knowledge, knowing information and having pleasure. There are many ways of making them engaged in learning English especially reading skill. One kind of activities is using Readers’ theatre.  RT was introduced in EFL classroom to enhance the learning of communication skills. Readers’ theater offers learners’ an opportunity for interpretive oral reading as they use voices, facial expressions, and hand gestures to interpret characters in stories. Readers’ theater also builds readers’ confidence, brings stories to life through performance, animates content areas, and improves reading ability, comprehension, and oral reading skills.

scholarly journals Developing Student’s Oral and Reading Skills Through Reader’s Theatre

2019 ◽  
Author(s):  
Shanthi A. ◽  
Thayalan X. ◽  
Zainon I. ◽  
De Mello G.
Keyword(s):  
High School ◽  
Rural Areas ◽  
Reading Skills ◽  
Language Skills ◽  
Perceived Learning ◽  
Good Tool ◽  
Readers Theatre ◽  
Reader's Theatre

The ability to speak well in English has always been a challenging task among students from the rural areas. There are various types of materials that have been developed to improve student’s fluency to speak English, and Reader’s Theatre (RT) is one of them. A study was conducted using Readers Theatre to help students improve their oral and reading skills in English in a stress free workshop. The workshop was a combination of language and arts activities that combined language skills of speaking and reading to improve students’ performance. The workshop was conducted among students over a period of three weeks. A survey was carried out on the student’s perceived learning experience to speak and read English whilst taking part in Reader’s Theatre. The findings of the study show that Reader’s Theatre was a good tool to boost high school students’ motivation to speak clearly and confidently in English when they collaborated and interacted with their peers. However, it was not the aim of the present study to check if students spoke or read more English materials outside classroom as a result of Reader’s Theatre workshop.

Developing Evidence-Based Assessment to Prevent Over- or Underidentification of Disorders for New Language Learners

2020 ◽  
Vol 5 (4) ◽  
pp. 1026-1038
Author(s):  
Sandra Levey ◽  
Li-Rong Lilly Cheng ◽  
Diana Almodovar
Keyword(s):  
Language Learners ◽  
Grade Level ◽  
Reading Skills ◽  
Language Disorder ◽  
Academic Development ◽  
Review Article ◽  
Evidence Based ◽  
Clinical Knowledge ◽  
Language And Literacy ◽  
Support Evidence

Purpose The purpose of this review article is to present certain linguistic domains to consider in the assessment of children learning a new language. Speech-language pathologists frequently face difficulty when determining if a bilingual or multilingual child possesses a true speech or language disorder. Given the increased number of new language learners across the world, clinicians must understand differences versus disorders to prevent underidentification or overidentification of a disorder. Conclusions Early identification of a true disorder has been shown to prevent language and literacy difficulties, given that children are able to achieve grade-level reading skills when given intervention. Clinical knowledge and skills are strongly required so that children receive evidence-based assessment to support their academic development. Learning Goal Readers will gain an understanding of the factors that support evidence-based assessment of bilingual and multilingual language learners.

Sign in / Sign up

Export Citation Format

Share Document