Abstract

The purpose of this study was to determine the impact of the instructional strategy of Creative Dramatics on reading comprehension used with fifth graders. Two classes of 25 fifth-graders comprised the sample of this study. For the first two months of the school year both groups were involved in the normal reading instruction. Then for the next two months creative drama was also incorporated into the reading instructional routine of the study group. Students in both fifth grade classes were assessed with the 4Sight Tests at the onset of the study, after being involved in the reading instructional routine, and again after two months of the typical reading instruction in conjunction with creative dramatic activities. An analysis of the data revealed that when fifth-graders were involved in a treatment of creative dramatics in conjunction with their reading instruction, their reading comprehension scores, as measured by the 4Sight Tests, increased.