Spring 2018



Degree Name


Primary Advisor/Dissertation Chair

Susan Manikowski

Secondary Advisor/Reader One

Kristen Cooper

Peer-Reviewer/Reader Two

Anthony Boggio


The research question addressed in this capstone was, how can fluency instruction using readers’ theater and paired reading impact reading comprehension in the third grade classroom? It documents one teacher’s experience of implementing Readers’ Theater and Paired Reading in an attempt to increase fluency which can impact comprehension. The project integrates whole group, small group, and partner activities with a third grade class. The author details her review of best practices in reading instruction, implementation of Readers’ Theater and Paired Reading for fluency instruction, and the results seen from adding explicit fluency instruction. She describes the successes seen in teacher and student growth, and concludes with her realization that proficient readers must have well balanced instruction that includes all of the aspects of reading - phonics, phonological awareness, spelling, fluency, and student interest to improve comprehension.

Research Methodology

Action Research


Achievement, Literacy, Reading, Teachers/ Teaching

Included in

Education Commons