Show simple item record

dc.contributor.authorHautala, Jarkko
dc.contributor.authorRonimus, Miia
dc.contributor.authorJunttila, Enni
dc.date.accessioned2022-03-17T10:50:09Z
dc.date.available2022-03-17T10:50:09Z
dc.date.issued2022
dc.identifier.citationHautala, J., Ronimus, M., & Junttila, E. (2022). Readers’ Theater Projects for Special Education : A Randomized Controlled Study. <i>Scandinavian Journal of Educational Research</i>, <i>Early online</i>. <a href="https://doi.org/10.1080/00313831.2022.2042846" target="_blank">https://doi.org/10.1080/00313831.2022.2042846</a>
dc.identifier.otherCONVID_104466685
dc.identifier.urihttps://jyx.jyu.fi/handle/123456789/80225
dc.description.abstractA randomized controlled trial was conducted to study the effectiveness of two readers’ theater (RT) programs in promoting reading skills and motivation of dysfluent readers in Grades 3–4. One program (RT Goal) included a goal of preparing a performance for an audience (n = 50), while another program (RT Practice) did not include such a goal (n = 49). A group of dysfluent readers receiving traditional oral reading intervention (Control group; n = 59) and a group of classroom peers (Mainstream group; n = 159) served as controls. The results indicate that both RT groups and the Control group developed at a higher rate in oral reading speed during the intervention period than the Mainstream group. The RT Goal program was associated with higher engagement ratings and a temporary reduction in reading errors and oral reading anxiety. RT had no effects on silent reading skills or reading self-efficacy.en
dc.format.mimetypeapplication/pdf
dc.language.isoeng
dc.publisherRoutledge
dc.relation.ispartofseriesScandinavian Journal of Educational Research
dc.rightsCC BY 4.0
dc.subject.otherreaders’ theater
dc.subject.otherreading fluency
dc.subject.otherreading motivation
dc.subject.otherdevelopmental dyslexia
dc.subject.otherreading interventions
dc.subject.otherrandomized controlled trial
dc.titleReaders’ Theater Projects for Special Education : A Randomized Controlled Study
dc.typearticle
dc.identifier.urnURN:NBN:fi:jyu-202203171926
dc.contributor.laitosAvoin yliopistofi
dc.contributor.laitosOpen Universityen
dc.type.urihttp://purl.org/eprint/type/JournalArticle
dc.description.reviewstatuspeerReviewed
dc.relation.issn0031-3831
dc.relation.volumeEarly online
dc.type.versionpublishedVersion
dc.rights.copyright© 2022 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group
dc.rights.accesslevelopenAccessfi
dc.subject.ysodysleksia
dc.subject.ysodraamapedagogiikka
dc.subject.ysomotivaatio
dc.subject.ysolukeminen
dc.subject.ysosujuvuus
dc.subject.ysosatunnaistetut vertailukokeet
dc.subject.ysointerventiotutkimus
dc.format.contentfulltext
jyx.subject.urihttp://www.yso.fi/onto/yso/p5303
jyx.subject.urihttp://www.yso.fi/onto/yso/p12891
jyx.subject.urihttp://www.yso.fi/onto/yso/p4734
jyx.subject.urihttp://www.yso.fi/onto/yso/p11406
jyx.subject.urihttp://www.yso.fi/onto/yso/p21865
jyx.subject.urihttp://www.yso.fi/onto/yso/p38295
jyx.subject.urihttp://www.yso.fi/onto/yso/p32625
dc.rights.urlhttps://creativecommons.org/licenses/by/4.0/
dc.relation.doi10.1080/00313831.2022.2042846
jyx.fundinginformationThis research was supported by from Academy of Finland [grant number 319911, 352020 and 317030 to JH].


Files in this item

Thumbnail

This item appears in the following Collection(s)

Show simple item record

CC BY 4.0
Except where otherwise noted, this item's license is described as CC BY 4.0