Investigating the Impact of Reader’s Theater on the Prosody Scores of Middle School Students with Disabilities

Abstract

The purpose of this single-subject, pre- and post-test design action research study was to determine how implementing Reader’s Theater as a prosody intervention might impact the prosody scores of middle school students with disabilities. Fluency rubrics and self-assessments were analyzed to determine any increase in prosody over the course of the intervention. Results indicated a positive impact on prosody scores.