Based on the information you provided, here are the answers to your questions:

• Kenya’s difficulties with fluency:Multilingual learning environments and lack of focus on silent reading instruction are likely contributors.
• RTI not helpful:RTI may not be effective due to the foundational challenges and need for a broader approach to reading instruction.
• Strategy for vocabulary:The author likely used explicit vocabulary instruction, which is effective because it directly teaches word meanings.
• Stigma about rereading aloud:Rereading can be seen as childish, while Reader’s Theater provides a more engaging context.
• Impact on DIBELS scores:The author likely observed improvement in fluency scores after Reader’s Theater.
• Teacher’s approach:Reader’s Theater seems like a positive and engaging approach to improve fluency, and it’s adaptable for various learning styles. Yes, this could be used with other students as it’s fun and promotes collaboration.
• Reader’s Theater for fluency:By dramatizing text, Reader’s Theater promotes repeated readings in a fun way, building fluency and stamina.