This mixed-methods action research investigated the effects of Readers' Theater (RT) on the oral reading fluency and writing skills of 48 grade 6 ESL students in Lebanon. The treatment group participated in three cycles of RT, while the control group received traditional instruction. Data collection involved pretests and posttests using rubrics to assess reading fluency (specifically prosody) and writing skills (based on the six traits model). Focus group interviews were conducted with the treatment group to gather their perceptions of RT. Quantitative analysis revealed no statistically significant difference in overall reading fluency improvement between the groups
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