Effectiveness of Readers Theatre to Enhance English Reading Fluency in Fifth Grade: Action Research in Thrimshing Higher Secondary School

Abstract

Researchers have identified the reading problem in the rural schools in Bhutan, and students hardly read English text. Therefore, researchers have resolved to conduct action research study to investigates the effectiveness of Readers Theatre as an intervention strategy to enhance reading fluency and motivation among fifth-grade students in the school. The researchers identified a decline in reading habits and fluency among students, particularly in English, despite recognizing the importance of reading for academic success and personal development. A mixed-method design was employed, combining quantitative data collection through pre- and post-tests with qualitative insights from structured interviews from 24 participants. To enhance the reading fluency, Readers Theatre approach was integrated into exploring its potential impact on motivation and fluency. The results indicate significant improvements in reading fluency among participants after the intervention, with many exceeding expectations. Qualitative data revealed that Readers Theatre not only improved reading skills but also engendered enthusiasm and confidence in reading. This study highlights the critical role of motivation in successful reading interventions, emphasising that motivated readers are more likely to become proficient ones. The findings underscore the importance of innovative and engaging reading strategies in fostering reading fluency and motivation. This research offers valuable insights for educators and policymakers, advocating for the adoption of such strategies to empower students with essential reading skills and cultivate a lifelong love for learning.