本研究的目的在於了解讀者劇場（Readers Theater，簡稱RT）在一般英語教室中的施行情況，並希望能從教室觀察與教師訪談中，發現老師們實施RT的目的、相關教學技巧與默會知識，以提升相關研究的知識背景，並作為有興趣從事RT教學之老師的參考。在本研究中，研究者以3位在英語教學及RT教學方面相當有經驗的專家教師為多重個案研究的對象，以教室觀察、教師訪談以及收集相關書面資料的方法，蒐集並了解他們所具備之RT教學的信念、教學流程與教學技巧。首先，研究者先進行專家教師的教學前訪談，以了解3位專家教師對於RT教學的相關信念、教學流程與教學技巧，然後進行1至2個完整的RT教學單元的教室觀察與教學錄影，在RT教學之後，研究者針對教室觀察所發現的問題，進行老師們的事後訪談，接著，研究者進行錄音、錄影資料的轉錄、整理，並以紮根理論進行3位專家教師研究資料的分析、比較，並形成初步的結論，最後，在研究發現逐漸明確之際，研究者再進行一次教師訪談，以澄清研究者對於專家教師們之教學及訪談資料的理解。
經過研究資料的整理、解讀、分析與比較之後，研究者發現：
1. RT應用在一般英語教室中的目的，在於複習教過的課程、幫助英語低成就學生把英語學好，以及用來提升所有學生的英語基本能力。
2. RT教學在老師及學生雙方均有準備之後再予以實施，是比較容易達成目的或是收到成效的一種方式。
3. 根據專家教師的訪談及教室觀察，RT運用於一般英語教室中的教學流程如下：（1）教學前的準備、（2）創作或改寫劇本、（3）支持性教學活動、（4）老師的示範與解釋、（5）分組與分派角色、（6）學生的練習與老師的檢查、（7）排演與演出前的準備、（8）表演與評量以及（9）討論與分享。
4. 專家教師們在他們的RT教學中，展現出多種有用的RT教學策略與默會知識，包括了選用適合的劇本、鼓勵學生改寫劇本、sight words的教學、教師的示範唸讀、較佳的學生分組方法（“golden man”策略）、分派適合角色的方法、學生練習時班級經營的重要性、必要的檢查（“pull out”策略）、不同的排演方式、老師及同儕作評量，以及有用的post-RT活動。
最後，研究者針對研究發現與研究過程，對RT的教學應用以及未來的研究者提出一些實用的建議。

The goal of this study was to explore the teacher’s curriculum design, teaching procedures and useful strategies of conducting Readers Theater (hereby known as RT) among competent teachers with RT experiences. In the study, the research design was a multiple-case study and the participants were three competent English teachers who were experienced in RT teaching. The data collected for this study including classroom observations, teachers’ interviews and printed teaching materials, such as scripts and evaluation sheets. The method of data analysis was the Grounded Theory or the Constant Comparative Method.
The findings of this study were:
1. In normal elementary classrooms, RT could be applied to review taught lessons, help the less-proficient students learn better English and help all students improve.
2. RT can have better teaching effects if teachers and students had some preparations.
3. Based on the interviews and the RT instructions of the three competent teachers with RT experiences, the procedures of integrating RT into the normal English classrooms could be: (1) teacher’s and students’ pre-teaching preparation, (2) scripts creation or adaption, (3) supporting activities, (4) teacher’s modeling and explanation, (5) grouping and role assignment, (6) practice and checking, (7) rehearsal and preparation for performance, (8) performance and evaluation, and (9) discussion and sharing.
4. The strategies or skills that the three competent teachers used in their RT instructions included adapting suitable scripts, encouraging students to create their own scripts, sight words teaching, script modeling, grouping students (“golden man” strategy) and assigning appropriate roles to students. Moreover, classroom management, monitor and checking (“pull out” strategy) during practice, different ways of rehearsal, peer evaluating, and post-RT activities were also important strategies used in RT teaching.
Finally, suggestions about the educational implications of RT and for the researchers who are interested in similar topics are also provided at the end of the paper.

Allen, R. E. (ed.) (1990). The Concise Oxford Dictionary of Current English (8th edition). New York: Oxford University Press.
Allen, M. (2003). Eight questions on teacher preparation. Denver: Education Commission of the States (ECS).
Allen, R. M. & Casbergue, R. M. (1997). Evolution of novice through expert teachers’ recall: Implications for effective reflection on practice. Teaching and Teacher Education, 13(7), 741-755.
Annarella, L. A. (1999). Using creative drama in the multicultural classroom. ERIC Document Reproduction Service No. ED434378. Retrieved March 20, 2009, from http://eric.ed.gov/ERICWebPortal/contentdelivery/servlet/ERICServlet?accno=ED434378
Bartelheim, F. J. & Evans, S. (1993). The presence of reflective-practice indicators in special education resource teachers’ instructional decision making. The Journal of Special Education, 27(3), 338-347.
Berliner, D. C. (1988). The development of expertise in pedagogy. Paper presented at the Meeting of the American Association of Colleges for Teacher Education, New Orleans, LA.
Berliner, D. C. (1993). Teacher expertise. In B. Moon ＆ A. S. Mayes (eds.), Teaching and learning in the secondary school (pp. 110-111). London: The Open University.
Berliner, D. C. (1994). A model of teaching expertise. In Continuing discussions in teacher certification testing. Retrieved August 20, 2009, from http://www.pearsonschool.com/live/assets/200727/1994_05Berliner_339_1.pdf
Borg, S. (2003). Teacher cognition in language teaching: A review of research on what language teachers think, know, believe, and do. Language Teaching, 36(2), 81-109.
Brown, H. D. (2001). Teaching by principles: An interactive approach to language pedagogy. New York: Longman.
Casey, S. & Chamberlain, R. (2006). Bringing reading alive through Readers Theatre. Illinois Reading Council Journal, 34(4), 17-25.
Chang, S-J. (2000). 補救教學面面觀. In 邱上真, 張新仁, 洪儷瑜, 陳美芳, 鈕文英 (eds.), 補救教學理論與實務 (pp. 1-40). 高雄市: 國立高雄師大特教中心.
Chang, S-J., Chiu, S-C. & Li, S-H. (2000). A study on the effects of a remedial program for English learning difficult students. 教育學刊, 16, 163-191.
Chang, W-L. (2003). Readers Theater, metacognition, and English: Language learning by Chinese children. Unpublished doctoral dissertation, University of West Florida.
Chang, H-Y. (2007). Readers Theater 對於國小五年級學童英語閱讀理解及學習態度影響之研究. Unpublished master’s thesis, National Hualien University of Education.
Chang, Y-F. (2008). The effects of Readers Theatre on fourth graders’ foreign language anxiety and oral reading fluency. Unpublished master’s thesis, Providence University.
Charmaz, K. (2000). Grounded theory: Objectivist and constructivist methods. In N. Denzin & Y. Lincoln (eds.), Handbook of qualitative research (pp. 509-536). Thousand Oaks: Sage.
Chen, C-C. (2005). A survey study towards teacher career ladder program from primary school teachers in Kaohsiung City, Taiwan. Unpublished master’s thesis, National Pingtung University of Education.
Chen, J-H. (2006). A study of oral reading fluency and motivation for reading: The implementation of Readers Theater in an elementary English class. Unpublished master’s thesis, National Chung Cheng University.
Chen, Y-C. (2007). Application of Readers Theater in EFL junior high school. Unpublished master’s thesis, National Chaiyi University.
Chen, K-C. (2008). A study of the contestants’ responses to participating in a Readers’ Theater contest: A case study in elementary schools in Kaoshiung City. Unpublished master’s thesis, National Kaohsiung Normal University.
Chen, Y-H. (2008). An action research of integrating “Readers Theater” into English remedial instruction for elementary school EFL underachievers. Unpublished master’s thesis, National Taipei University of Education.
Chen, Y-L. (2008). Teaching English through Readers Theater: A case study of EFL junior high school students in Yunlin, Taiwan. Unpublished master’s thesis, National Kaohsiung Normal University.
Chen, S-T. (2009). Action research on curriculum-based Readers Theater. Unpublished master’s thesis, National Chaiyi University.
Cheng, Y-Y. (1998). Adapted whole language teaching in an English class in junior high school. Unpublished master’s thesis, National Kaohsiung Normal University.
Corcoran, C. A. & Davis, A. D. (2005). A study of the effects of Readers Theater on second and third grade special education students’ fluency growth. Reading Improvement, 42(2), 105-111.
Denzin, N. K. ＆ Lincoln, Y. S. (eds.) (2000). Handbook of qualitative research (2nd edition). Thousand Oaks: Sage.
Fitzgerald, G. E. (1998). Expert and novice performance in a hypermedia learning environment for classroom observation skills: The impact of prior teaching experience. Journal of Educational Computing Research, 19(2), 115-131.
Flynn, R. M. (2004). Curriculum-based Readers Theatre: Setting the stage for reading and retention. The Reading Teacher, 58(4), 360-365.
Forsythe, S. J. (1995). It worked! Readers Theatre in second grade. The Reading Teacher, 49(3), 264-265.
Fredericks, A. D. (2001). Readers Theatre for American history. Englewood: Teacher Ideas Press.
Griffith, L. W. & Rasinski, T. V. (2004). A focus on fluency: How one teacher incorporated fluency with her reading curriculum. The Reading Teacher, 58(2), 126-137.
Grugeon, E., Hubbard, L., Smith, C. & Dawes, L. (1998). Teaching speaking and listening in the primary school. London: David Fulton.
Henry, M. A. (1994). Differentiating the expert and experienced teacher: Quantitative differences in instructional decision making. Paper presented at the Annual Meeting of the American Association of Colleges for Teacher Education, Chicago, IL.
Hsiung, C-Y. (2006). Research of teaching language with Readers Theatre for elementary fourth grade students. Unpublished master’s thesis, National University of Tainan.
Hsu, M-H. (2009). The application of Readers Theater to EFL remedial teaching. Taipei: National Science Council (NSC 97-2410-H-041-011).
Huang, S-S. (2006). A study of the effect of Readers Theater on oral reading fluency and motivation to read in elementary school. Unpublished master’s thesis, National Taipei University of Education.
Huang, S-C. (2007). A window on reading: Conducting a Reader’s Theater based on adolescent literature reading program in English classes in junior high school. Unpublished master’s thesis, National Kaohsiung Normal University.
Hung, Y-F. (2004). A study of Readers Theater on vocational high school students’ EFL learning. Unpublished master’s thesis, National Chung Cheng University.
Keehn, S. (2003). The effect of instruction and practice through Readers Theatre on young readers oral reading fluency. Reading Research and Instruction, 42(4), 40-61.
Keehn, S., Harmon, J. M. & Shoho, A. (2008). A study of Readers Theater in eighth grade: Issues of fluency, comprehension, and vocabulary. Reading and Writing Quarterly, 24(4), 335-362.
Kelleher, M. E. (1997). Readers’ Theater and metacognition. The New England Reading Association Journal, 33(2), 4-12.
Kozub, R. (2000). Reader’s Theater and its effect on oral language fluency. Teacher Voice: Research as Professional Development, 4(2), 104-120.
Kuhn, M. R. & Stahl, S. A. (2004). Fluency: A review of development and remedial practice. In R. B. Ruddell & N. J. Unrau (Eds.), Theoretical models and processes of reading (pp. 412-453). Hillsdale: Lawrence Erlbaum.
Latrobe, K. (1996). Encouraging reading and writing through Readers Theatre. Emergency Librarian, 23(3), 16-20.
LeCompte, M. D. & Preissle, J. (1993). Ethnography and qualitative design in educational research (2nd edition). California: Academic Press.
Lee, C-C. (2007). 大學英文指考凸顯的英語教育問題. 英語充電站, 79. Retrieved March 20, 2009, from http://cc.shu.edu.tw/~cte/gallery/ccli/abc/abc_079_20070725.htm
Lee, C-C. (2008). 學測「英文奇佳」之後的大學進階歷練. 英語充電站, 102. Retrieved March 20, 2009, from http://cc.shu.edu.tw/~cte/gallery/ccli/abc/abc_102_20080305.htm
Lee, C-Y. (2008). Readers Theater applies in English remedial instruction in primary schools in Taiwan. Unpublished master’s thesis, University of Southampton.
Lengeling, M., Malarcher, C. & Mills, L. (1995). The use of Readers Theater in the EFL curriculum. Paper presented at the Annual Meeting of the Teachers of English to Speakers of Other Languages, Long Beach, CA.
Lin, C-T. (1997). A study of elementary school teachers’ thinking about instruction. Unpublished doctoral dissertation, National Taiwan Normal University.
Lin, L-C. (1998). The effects of the whole language approach on elementary school students’ English learning. Unpublished master’s thesis, National Kaohsiung Normal University.
Liu, J. (2000). The power of Readers Theater: From reading to writing. ELT Journal, 54(4), 354-361.
Liu, H-J. (2007). A study on preservice teachers’ construction of meanings about EFL remedial instruction. Unpublished master’s thesis, National Yunlin University of Science and Technology.
Liu, H-L. (2008). A study of teaching English vocabulary through Readers Theater for fifth graders. Unpublished master’s thesis, Hsuan Chuang University.
Liu, Y-Y. (2008). Effects of Readers Theater on different gender students’ oral reading fluency and reading motivation in an EFL elementary school. Unpublished master’s thesis, National Chung Cheng University.
Marcus, I. (2002). Using storytime to teach information skills. Library Talk, 15(4), 12-14.
Martinez, M., Roser, N. L. & Strecker, S. (1999). “I never thought I could be a Star: A Readers Theatre ticket to fluency.” The Reading Teacher, 52(4), 326-334.
Miccoli, L. (2003). English through drama for oral skills development. ELT Journal, 57(2), 122-129.
Miller, S. K. & Rinehart, S. D. (1999). Some of the benefits of Readers Theater participation for second-grade title I students. Reading Research and Instruction, 39(1), 71-88.
Moallem, M. (1998). An expert teacher’s thinking and teaching and instructional design models and principles: An ethnographic study. Educational Technology Research and Development, 46(2), 37-64.
Moran, K. (2006). Nurturing emergent readers through Readers Theater. Early Childhood Education Journal, 33(5), 317-323.
Ornstein, A. C. (1995). Strategies for effective teaching (2nd edition). London: Brown and Benchmark.
Palmer, D. J., Stough, L. M., Burdenski, T. K. & Gonzales, M. (2005). Identifying teacher expertise: An examination of researchers’ decision making. Educational Psychologist, 40(1), 13-25.
Patton, M. Q. (2001). Qualitative evaluation and research methods (3rd edition). Thousand Oaks: Sage.
Peacock, M. (2001). Pre-service ESL teachers’ beliefs about second language learning: A longitudinal study. System, 29, 177-195.
Prescott, J. O. (2003). The power of Reader’s Theater: An easy way to make dramatic changes in kids’ fluency, writing, listening, and social skills. Instructor, 112(5), 22-26 & 82-84.
Rasinski, T. V. (2003). The fluent reader: Oral reading strategies for building word recognition, fluency, and comprehension. New York: Scholastic.
Rasinski, T. V. (2004). Creating fluent reader. Educational Leadership, 61(6), 46-51.
Raths, J. (2001). Teachers’ beliefs and teaching beliefs. Early Childhood Research & Practice, 3, 1-11.
Ratliff, G. L. (1997). Reader’s Theatre in performance: Creative classroom concepts. Paper presented at the Annual Meeting of the National Communication Association, Chicago, IL.
Rinehart, S. D. (1999). “Don’t think for a minute that I’m getting up there”: Opportunities for Readers Theater in a tutorial for children with reading problems. Journal of Reading Psychology, 20(1), 71-89.
Shepard, A. (1994). From script to stage: Tips for Readers Theatre. The Reading Teacher, 48(2), 184-186.
Shih, H-Y. (2005). The integrated pedagogy of Communicative Language Teaching and Cooperative Learning Approaches: An action research of English teaching in junior high school. Unpublished master’s thesis, Ming Chuan University.
Shulman, L. S. (1986). Those who understand: Knowledge growth in teaching. Educational Researcher, 15(2), 4-14.
Shulman, L. S. (1987). Knowledge and teaching: Foundations of the new reform. Harvard Educational Review, 57(1), 1-22.
Snow, D. A. & Anderson, L. (1991). Researching the homeless: The characteristic features and virtues of the case study. In J. R. Feagin, A. M. Orum & G. Sjoberg (eds.), A case study for the case study (pp. 148-173). Chapel Hill: The University of North Carolina Press.
Solmon, M. A. & Lee, A. M. (1991). A contrast of planning behaviors between expert and novice adapted physical education teachers. Adapted Physical Activity Quarterly, 8(2), 115-127.
Stake, R. E. (1995). The art of case study research. Thousand Oaks: Sage.
Stake, R. E. (2000). Case studies. In N. K. Denzin ＆ Y. S. Lincoln (eds.), Handbook of qualitative research (pp. 435-454). Thousand Oaks: Sage.
Stewart, L. (1997). Readers Theatre and the writing workshop: Using children’s literature to prompt student writing. Reading Teacher, 51(2), 174-175.
Strauss, A. L. & Corbin, J. (1998). Basics of qualitative research: Techniques and procedures for developing Grounded Theory (2nd edition). Thousand Oaks: Sage.
Stuart, C. & Thurlow, D. (2000). Making it their own: Preservice teachers’ experiences, beliefs, and classroom practices. Journal of Teacher Education, 51(2), 113-121.
Syu, Y-H. (2008). An action research of effects on decreasing a gap between high and low achievers and learning attitude of English reading and writing ability in third-grade elementary school students by Readers Theater teaching. Unpublished master’s thesis, National Taipei University of Education.
TASA (Taiwan Assessment of Student Achievement). (2005). 2005年小六學生國語、英語、數學評量結果. Retrieved June 20, 2009, from http://tasa.naer.edu.tw/pdf/2005年小六學生國語英語數學評量結果報告.pdf
Tochon, F. & Munby, H. (1993). Novice and expert teachers’ time epistemology: A wave function from didactics to pedagogy. Teacher & Teacher Education, 9(2), 205-218.
Tsai, C-M. (2009). Effects of Reader Theater on EFL learners’ oral reading fluency and reading comprehension. Unpublished master’s thesis, Dayeh University.
Tsou, W-L. (2005). 讀者劇場在臺灣英語教學環境中之應用. In L. Walker (ed.), Readers Theater in the classroom (pp. 10-18). 臺北市: 東西圖書.
Tsou, W-L. (2006). Readers Theater in the classroom. 臺北市: 東西圖書.
Tsou, W-L. & Hsu, M-H. (2009). 讀者劇場：最佳的英語補救教學法. 臺北市: 三民.
Walker, L. (1996). Readers Theatre in the middle school and junior high classroom: A take part teacher’s guide: Springboards to language development through Readers Theatre, storytelling, writing, and dramatizing. Colorado: Meriwether.
Walker, L. (2005). Readers Theater in the classroom. 臺北市: 東西圖書.
Wang, C-M. (2008). Rethinking of the teaching of beginning reading: The role of Readers Theater in the Taiwanese EFL curriculum. Unpublished master’s thesis, University of Oregon.
Webb, J. M., Diana, E. M., Luft, P., Brooks, E. W. & Brennan, E. L. (1997). Influence of pedagogical expertise and feedback on assessing student comprehension from nonverbal behavior. Journal of Educational Research, 91(2), 89-97.
Woolfolk, A. (2001). Educational psychology (9th edition). Boston: Allyn and Bacon.
Worthy J. & Prater K. (2002). “I thought about it all night”: Readers Theatre for reading fluency and motivation. The Reading Teacher, 56(3), 294-297.
Worthy, J. (2005). Readers Theater for building fluency: Strategies and scripts for making the most of this highly effective, motivating, and research-based approach to oral reading. New York: Scholastic.
Wu, C-J. & Chang, C-Y. (1997). A comparative study of the teaching process of the expert and novice teachers. 師大學報：教育類, 42, 17-33.
Yang, Y-L. (2006). A study of oral reading fluency: The implementation of Readers Theater in an EFL elementary school. Unpublished master’s thesis, National Chung Cheng University.
Yang, J-C. (2007). Application of a Readers Theater program in English teaching in elementary school. Unpublished master’s thesis, National Kaohsiung Normal University.
Yang, S-L. (2007). The investigation of English teaching execution and facing problem of elementary school in Keelung area. Unpublished master’s thesis, Southern Taiwan University
Yin, R. K. (1994). Case study research: Design and methods (2nd edition). Thousand Oaks: Sage.
Yordon, J. E. (2002). Roles in interpretation (5th edition). Boston: McGraw Hill.
Yun, M-S. (2008). Using Reader’s Theater to teach English to first and second graders in an rural elementary school in Taiwan: An action research study. Unpublished master’s thesis, National Chaiyi University.