Theses and Dissertations

Advisor

Zhbanova, Ksenia

Committee Member

Milam, Alisha

Committee Member

Leffler, Jeffrey

Committee Member

Hanna, Tania

Date of Degree

8-7-2025

Original embargo terms

Immediate Worldwide Access

Document Type

Dissertation - Open Access

Major

Education Policy and Organizational Design

Degree Name

Doctor of Education (Ed.D.)

College

College of Education

Department

Division of Education

Abstract

This project investigated the impact of Readers’ Theater on elementary students’ attitudes toward reading, the teacher’s perception of effectiveness of Readers’ Theater as a tool to improve reading comprehension, and students’ test-related anxiety, within the context of the Mississippi Academic Assessment Program (MAAP) mandated by the Literacy-Based Promotion Act. While existing literature has highlighted Readers’ Theater as an effective instructional strategy that engages reluctant readers and enhances both reading fluency and comprehension through repeated, performance-based readings, gaps in current research exist regarding Readers’ Theater effectiveness as an instructional strategy to mitigate reading- and test-anxiety. Through research questions focused on how Readers’ Theater influences student attitudes, teachers’ perceptions of its effectiveness in developing reading fluency, and its impact on students’ anxiety levels related to reading activities and high-stakes testing, this project aimed to address the issue of low engagement by conducting a Systematic Literature Review. As a supplemental component, the teacher-researcher also implemented a Readers’ Theater routine in her classroom while simultaneously maintaining a Reflective Journal. The final component of this project combined an innovative intervention designed to support third grade students through Readers’ Theater with a qualitative research study exploring its effectiveness as a tool to mitigate test anxiety and fill the gap in the literature identified in the Systematic Literature Review. Pekrun’s Control-Value theory of Achievement Emotions was used as the theoretical framework of all three components of this project. The Systematic Literature Review was conducting using the structured process described by Machi and McEvoy. The PAUSE method (Perceive, Audit, Understand, Substitute, Edify) was used for analysis, the teacher’s observations captured in the reflective journal. Findings suggest that RT not only enhances fluency and comprehension but also fosters greater confidence and enjoyment in reading, which may reduce anxiety associated with standardized assessments. Based on these outcomes, the researcher designed a year-long RT program for third grade, aiming to extend research on the emotional and academic impacts of RT in literacy instruction.

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