This document provides an overview of using Reader's Theater to increase reading and oral fluency in EFL classrooms. It defines Reader's Theater as having students practice and speak dialog from a chosen story. Benefits include building confidence and improving pronunciation and reading skills. The document explains that Reader's Theater is engaging for students and supports a team effort, while reducing anxiety. It provides examples of stories and guidelines for selecting texts and implementing Reader's Theater activities.

1. Using Reader's Theater to Increase
Reading and Oral Fluency in the
EFL Classroom
Peg Reilly, English Language Fellow
Victoria Proaño, College Horizons Teacher
Ibarra, Ecuador
January 8, 2014

2. Reader’s Theater

3. OBJECTIVES
By the end of this Webinar, you will be able to:
•
•
•
•
Define Reader’s Theater
List several reasons to use Reader’s Theater
Explain how to use Reader’s Theater
Explain how Reader’s Theater increases reading and oral fluency

5. What is Reader’s Theater?
•
•
•
•
Teacher selects a story for students to tell.
Students practice and speak the dialog in the story.
Students choose sound effects, props, and staging (where to stand).
Chosen story:
• Engaging
• Fits proficiency level of students
• Not too long (no more than 5-10minutes, depending on age/level of students)

7. Examples of Reader’s Theater
• Thematic, based on time of year:
• Save the Turkey!
• A Charlie Brown Christmas
• Christmas around the World
• It’s One of Those Crazy Holidays
• A Baker’s Dozen

9. Why Use Reader’s Theater
• Students have fun with English
• Builds self-esteem and confidence
• Improves reading and pronunciation skills
• Universal themes easily understood,
regardless of culture

11. Why Use Reader’s Theater
• Students use their imagination to portray their
character (old, happy, silly, crazy, sad, serious)
• OK to use scripts—no need to memorize
• Team effort—students support each other
• Bottom line: IT’S REALLY FUN!

13. Procedure
• Assign roles before first reading.
• Go through text together.
• Work on pronunciation, pausing, intonation and
emotion.
• Perform for an audience.

14. Selecting Text
• Select an authentic text.
• Divide text into number of parts for which you have
readers.
• OR Choose from a ready-made Reader’s Theater script.
• Script should be engaging for your students.
• Slightly more advanced than your students’ reading level
Adapted from Taylor de Caballero, 2012

16. Reader’s Theater: It’s Just FUN!
• Final thoughts:
• Reader’s theaters can be used with any age group and proficiency level
• Choosing the right story is key (teacher’s role)
• Reduces anxiety for more timid students
• Students use their imaginations to bring stories to life
• “Students. . . recognize the words and their meaning and the meaning of a
story.” (Hines, 2005)

17. References
• Hins, M. (2005). Story theater. English Teaching Forum,43(1), 24-29. Retrieved
from http://americanenglish.state.gov/files/ae/resource_files/05-43-1-e.pdf
• Shepard, Aaron. http://www.aaronshep.com/
• Taylor de Caballero, K. (2012). Introduction to readers theater for efl
classrooms [Web]. Retrieved from
http://api.ning.com/files/vn7M8FumlS8GJKAvhkEk*-*xEjGY3mlOPUD4hEuXxwb9X6WbTf1g7L2mjNbnISoxDJQJPU6N0E4ZawHM3LsiNGkJCt
u0hO1/ReadersTheater_Taylor.pdf