Enhancing primary 4 students' reading comprehension ability through drama in education and reading theories

The study presents an intervention based on an interactive approach to teaching of reading, applying reading theories including the reading schema theory, situational model, reader-response theory and the bridging inferences with drama in education. Results found that compared with the traditional “bottom up” and “top down” approaches, the Primary Four cohort examined had gained a deeper understanding of the text with their reading interests and engagement level enhanced, while their moral and independent learning abilities had been developed as well