THE EFFECTS OF A TECHNIQUE ON THE READING ACHIEVEMENT AND SELF-CONCEPT OF DISADVANTAGED CHILDREN WERE STUDIED. THE POPULATION SAMPLED WAS DRAWN FROM TWO SCHOOLS IN A LOW SOCIOECONOMIC AREA. THE PUPILS SELECTED FROM GRADES 1 THROUGH 4 WERE EQUALLY ASSIGNED TO AN EXPERIMENTAL OR CONTROL GROUP. THE EXPERIMENTAL GROUP RECEIVED INSTRUCTION BY SELF-DIRECTIVE DRAMATIZATION TECHNIQUES. THE CONTROL GROUP RECEIVED READING INSTRUCTION BY THE USE OF A BASAL READER. THE GAINS MADE ON ACHIEVEMENT WERE DETERMINED BY PRE- AND POST-TEST PROCEDURES. SELF-CONCEPT QUESTIONS WERE CHECKED BEFORE AND AFTER THE DRAMATIZATION PERIOD BY THE TEACHER AND OBSERVERS. THE MAJOR CONCLUSIONS INDICATED (1) SIGNIFICANT GAINS IN READING WERE ACHIEVED BY THE FOUR GRADE GROUPS USING THE SELF-DIRECTIVE DRAMATIZATION IN THE READING PROGRAM AND (2) THE SELF-DIRECTIVE DRAMATIZATION PERIODS PRODUCED FAVORABLE CHANGES IN SELF-CONCEPT OF THE CULTURALLY DISADVANTAGED CHILDREN. (RS)