Theatre instructional techniques, including reader's theatre and process drama teaching strategies, have been employed as instructional strategies in classrooms to enhance reading comprehension and vocabulary learning in students. In this era of increasing accountability for educational outcomes, quantifying what, if any, impact such instructional methods have on student learning would be beneficial for developing future instructional design. For this quantitative, simple comparative study, teachers implemented various theatre instructional methods for teaching reading and comprehension over the course of eight weeks in a test group of sixth through eighth grade students at a Florida independent school. At the end of the quarter the students' test scores were compared with a control group of students covering the same material using a traditional instructional design to determine if there was any statistically significant difference between the groups. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]