Imagery-based learning: Improving elementary students' reading comprehension with drama techniques

The causal relationship between drama-based reading instruction and reading comprehension among 4th-grade students was examined. Cognitive theories re lated to the role of imagery in memory were used to develop a drama-based r eading comprehension program. A randomized pretest-posttest control-group d esign was then employed to assess the impact of the drama-based instruction on students' test scores on the reading comprehension portion of the Iowa Tests of Basic Skills. Results suggest a direct causal link between drama-b ased instruction and improved reading comprehension.