Research supports that drama should be an integral part of the elementary and secondary curriculum. Utilizing drama strategies enriches learning in the reading program, the literature program, and the areas of oral language development, nonverbal communication, vocabulary development, listening skills, thinking skills, and creative writing. Yet, using drama strategies is often overlooked in the reading program. A study attempted to determine if reading comprehension increases through the utilization of drama strategies. A total of 50 students from two sixth-grade reading classes in a middle class suburban middle school in New Jersey were examined. The control sample was instructed through traditional cognitive methods. They read the play "The Monkey's Paw" silently. The experimental sample utilized drama strategies--they read the same play aloud. Both samples were tested. The results of the testing were analyzed and compared. The final results indicated that students who used drama strategies scored significantly higher than those students instructed through traditional cognitive methods. Further, the control sample was far less enthusiastic about the play than the experimental sample. It was observed that control group students, while reading the play and answering questions about it, were impatient and restless. By contrast, the experimental group students read the play with great joy and absolutely loved the denouement. Comprehension of the script was increased through the acting out of the moments of the play and the viewing of the play. (Contains a table of data, 40 references, and two appendixes of test scores.) (Author/TB)