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

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dc.contributor.authorGurley, Karen
dc.date.accessioned2016-05-12T17:53:05Z
dc.date.available2016-05-12T17:53:05Z
dc.date.issued2016-04-08
dc.descriptionAction Research Paperen_US
dc.description.abstractThe 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.en_US
dc.format.extent46 pagesen_US
dc.identifier.urihttp://hdl.handle.net/10342/5259
dc.language.isoen_USen_US
dc.subjectprosodyen_US
dc.subjectfluencyen_US
dc.subjectReader's Theateren_US
dc.subjectmodelingen_US
dc.subjectrepeated readingen_US
dc.titleInvestigating the Impact of Reader’s Theater on the Prosody Scores of Middle School Students with Disabilitiesen_US
dc.typeWorking Papersen_US

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Literacy Studies, English Education, and History Education