Research on readers theatre has indicated that it can improve elementary students' reading achievement and can be motivating, engaging and enjoyable, even for reluctant or struggling readers. Because of the potential for improvement and the engagement factor, the purpose of this study was to examine the effects of readers theatre on young male students, a population that tends to be more reluctant to read. This matched quasi‐experimental study examined the differential effects of readers theatre on second‐grade boys' decoding, word knowledge and reading comprehension. Students were pretested and posttested using the Gates‐MacGinitie Reading Test. With the use ofa propensity score matching procedure, 46 students were matched from a sample of 76 on the basis of pretest scores, English‐language learner status, at‐risk status and whether the students received special education services. A repeated measures analysis of variance detected a time effect on the reading comprehension measure, which was qualified by an interaction effect, indicating that boys in the treatment group outperformed those in the business‐as‐usual comparison group. Implementing readers theatre in elementary classrooms may be an effective means for engaging young male students in the reading process and improving their reading comprehension. Additional implications for instruction, limitations and directions for future research are also discussed.

中文翻译：

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通过读者剧院提高男孩的阅读能力

对读者戏剧的研究表明，它可以提高小学生的阅读成绩，甚至对于不情愿或苦苦挣扎的读者，也可以激发，吸引和愉悦。由于有改进的潜力和参与因素，因此本研究的目的是研究读者剧场对年轻男学生的影响，青年男生倾向于不愿阅读。这项匹配的准实验研究考察了读者剧场对二年级男孩的解码，单词知识和阅读理解的不同影响。使用盖茨·麦金尼特阅读测验对学生进行了预测和后测。通过使用倾向得分匹配程序，根据预测得分，英语学习者身份，处于危险状态以及学生是否获得特殊教育服务。重复方差分析检测到了对阅读理解量度的时间效应，该效应通过相互作用效应得到了证实，表明治疗组的男孩表现优于常规对照组。在小学教室里开设读者剧院可能是使年轻男生参与阅读过程并提高他们的阅读理解力的有效手段。还讨论了指导，局限性和未来研究方向的其他含义。表明治疗组的男孩表现优于常规对照组。在小学教室里开设读者剧院可能是使年轻男生参与阅读过程并提高他们的阅读理解力的有效手段。还讨论了指导，局限性和未来研究方向的其他含义。表明治疗组的男孩表现优于常规对照组。在小学教室里开设读者剧院可能是使年轻男生参与阅读过程并提高他们的阅读理解力的有效手段。还讨论了指导，局限性和未来研究方向的其他含义。