The purpose of this study was to investigate the effects of readers' theatre-based and tradition-based instruction on sixth-grade students' comprehension at a selected middle school. A sample of 10 students from sixth grade was randomly selected for each of the experimental and control groups. The experimental group was taught using readers' theatre-based instruction, while the control group was taught using traditional-based instruction. Data were analyzed using independent T-tests at a 0.05 level of significance. The results indicated significantly higher comprehension scores for the students in the experimental group, t(18) = -1.897, P = 0.037, ES = 0.848. The results suggest that the use of readers' theatre-based instruction increases the comprehension scores of students. (Contains 1 table.)