Reader’s Theatre and Reading Engagement: A Systematic Review of Motivation-Focused Literacy Practices

This systematic review investigates the role of reader’s theatre (RT) as a motivation-focused literacy practice in enhancing reading engagement, with particular attention to its implications for educational contexts such as the Philippines. Drawing from empirical studies published between 2020 and 2025, the review synthesizes research findings that examine the relationship between RT and various dimensions of reading engagement, including motivation, interest, active participation, and positive attitudes toward reading. Anchored in established theoretical frameworks—such as Self-Determination Theory, Expectancy-Value Theory, and Social Cognitive Theory—the review identifies how the collaborative, performative, and iterative nature of RT can serve as a powerful vehicle for cultivating intrinsic motivation and focused literacy practices. Key findings suggest that RT significantly enhances reading fluency, comprehension, and student self-efficacy through meaningful repeated reading, character interpretation, and peer collaboration. However, the literature also reveals critical factors for successful implementation, including the use of culturally relevant texts, teacher facilitation, and opportunities for student choice. Despite a growing body of international research, there remains a scarcity of context-specific studies within the Philippine setting, where the multilingual and multicultural realities present unique pedagogical challenges and opportunities. This review concludes that RT holds strong promise as a low-resource, high-impact strategy for improving reading engagement and literacy outcomes in diverse learning environments. It recommends further research into culturally responsive adaptations of RT, teacher training, and the development of multilingual scripts to support implementation in Filipino classrooms. These findings offer valuable insights for educators, curriculum developers, and policymakers seeking to foster inclusive and engaging literacy instruction grounded in student motivation.