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Demonstrates improved reading comprehension in elementary students, suggesting effective instructional approaches.
The causal relationship between drama-based reading instruction and reading comprehension among 4th-grade students was examined. Cognitive theories related to the role of imagery in memory were used to develop a drama-based reading comprehension program. A randomized pretest-posttest control-group design 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-based instruction and improved reading comprehension.
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Rose et al. (2000) studied this question.
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