Drama and Reading: Illuminating their Interaction

Abstract

The intention of this article is to examine the relationship between reading and drama in learning. It is argued that through the study of their interaction and an examination of the parallel processes at work, the potential of drama as a tool for learning about reading is more fully revealed. Their symbiotic relationship is explored with reference to a drama session which highlights some of the cognitive and affective similarities between reading and drama in their common search for meaning. Through this drama the children inhabit, explore and collectively co-author a new text, reading and reflecting upon their own and others’ stories in the process.

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