Conclusions:
As illustrated in the graphics above, Reader's Theater as a prosody intervention was effective for this group of students. Students increased their passage-reading prosody scores by an average of 3.2 points. The four students who participated in both the beginning and ending performances increased their performance prosody scores by an average of 2.5 points. The average growth for student self-assessments was 1.2 points. My theory regarding this lower growth rate is that as students' understanding of prosody increased, they were able to score themselves more accurately, since their initial self-assessment scores were a bit inflated compared to teacher-assigned scores.