Educators might believe that classroom drama is comparable to putting on a theatrical production and might avoid it because they fear it will involve time-consuming planning, use of props, and expensive scripts (McMaster, 1998). Unfortunately, this view can discourage educators from using an important teaching tool that can improve students’ reading comprehension skills. However, educators should explore the use of drama-based instruction and the benefits it may provide to their students. The methods teachers implement in the classroom greatly affect the attitudes and learning of their students (Author, 2008). Therefore, the purpose of this article is to identify the benefits of drama-based instruction and describe how to implement drama-based instruction.




Elementary and Literacy Education Department


Janee Udalla is a 7th grade Language Arts teacher at Rockford Middle School-Center of Environmental Studies in Rockford, Minnesota. She has taught there for the last four years. Prior, she taught in Brooklyn Park, Minnesota. Janee received her Bachelors of Science in Communication, Ars, and Literature in 2011 from St. Cloud State University. Janee lives in Elk River, Minnesota and is a mother of three children. Janee's hobbies include reading, crocheting, jigsaw puzzles, and playing the piano. She has played piano since she was five years old and has had the wonderful opportunity of teaching others to play. Janee has gained a lot of new knowledge from her coursework at Minnesota State University, Mankato. She would like to thank her professors for their guidance. She would also like to thank her family, especially her children. She is grateful for her new knowledge in reading, and is implementing many strategies, lessons, and activities into her classroom.

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Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License
This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License.

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