Main Article Content
Readers’ theater constitutes a collaborative method of preparation and stage presentation with strong pedagogical characteristics. It combines elements of theatricality and script recitation in a unique composition that has its origins in theatrical readings and the use of theater in education. In this context, the purpose of the study is to present a systematic literature review, and the metaanalysis of the relevant data, over a period of thirty years (1990-2020), in order to clarify the contribution of the readers’ theater as a method of teaching reading to students aged between 6 and 12 years old. According to the results of the study, the positive contribution of the drama-based method to the development of reading ability and related skills was revealed in student populations of typical development and in student populations facing learning difficulties. The results of the meta-analysis showed that the readers’ theater methodology significantly contributes to the improvement of the student’s reading ability with a large effect size. The contribution of the method to psychosocial adjustment, to the creation of pro-reading attitudes and to the development of learning motivations in linguistic environments, whether native or foreign, was also demonstrated, while the fields in which the research shows deficiencies were pointed out.