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dc.contributor.authorLoden, Kasey
dc.description.abstractThis research focused on how the use of Readers Theater would impact students' reading fluency and sight word knowledge. The problem addressed in this action research study was that students were failing to meet their benchmark fluency reading goals which negatively impacted their ability to read and comprehend grade-level texts. The research took place in a diverse kindergarten classroom with twenty-six students. This study was not able to be completed due to schools being closed to stop the spread of Covid-19. However, based on the literature review, it is likely that the results of this study would have supported that Readers Theater would have improved students’ reading fluency and sight word knowledge.en_US
dc.rightsAttribution-NonCommercial-NoDerivs 3.0 United States
dc.subjectReaders theateren_US
dc.subjectKindergarten readingen_US
dc.subjectReading fluencyen_US
dc.subjectSight wordsen_US
dc.subjectRepeated readingsen_US
dc.subjectEnglish language learnersen_US
dc.subjectWashington Stateen_US
dc.subjectCOVID-19 pandemicen_US
dc.titleKindergarten readers theateren_US
dc.typeCapstoneen_US University of Seattleen_US in Teachingen_US
cityu.schoolAlbright School of Educationen_US
cityu.siteRentonen_US Statesen_US

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Attribution-NonCommercial-NoDerivs 3.0 United States