IMPROVING HIGH SCHOOL STUDENTS' READING COMPREHENSION USING SCRIPTED STORIES.

In this study, one hundred secondary students were randomly assigned to a treatment or comparison group. The treatment group received a Reader's Theater version of a story to read aloud as a group. The comparison group received the same story in its regular format to read silently. Both groups' reading comprehension were assessed using a 10-question quiz related to the text. According to the results of the one-way ANOVA, students in the Reader's Theater treatment group signif icantly outperformed the silent reading comparison on the reading comprehension assessment, indicating that providing students with scripted stories and the chance to perform them can improve reading comprehension. Practical implications and limitations are also discussed. [ABSTRACT FROM AUTHOR]