本研究以準實驗法探討實施讀者劇場對臺灣的小學四年級學生英文閱讀能力以及閱讀態度的成效。65位四年級的學生參與此研究。實驗施以認字測驗、閱讀測驗、閱讀態度問卷及訪談以評估學生英文閱讀能力進步的情形及閱讀態度可能的改變。研究結果顯示大部分學生的英文閱讀理解與認字能力都有明顯的進步，也對讀者劇場有正面的感受。研究結論是讀者劇場對於小學四年級學生英文閱讀理解的改善有正面的影響，但是文稿的困難度與學生對於表演的焦慮感這二項議題可能會影響學生的閱讀態度。然而，本研究意味著小學的英文教師對於讀者劇場在英文課程中所扮演的角色與將讀者劇場融入英文教學二方面可能會獲得一些幫助。

The purpose of this research was to investigate the effects of Readers Theater (RT) on Taiwanese fourth-grade students’ English reading and reading attitude via quasi-experimental research. Sixty-five fourth graders participated in this study. The instruments, including word recognition tests, reading comprehension tests, reading attitude questionnaires, and interview guide, were employed to evaluate the progress of their reading ability and the possible change of their reading attitude before and after the treatment of RT. Thirteen students were interviewed after the intervention in order to obtain more
information about their opinions or feelings in RT and their reading attitude. The findings indicated that most students not only made prominent improvement in their English reading ability but also showed their positive feelings about RT. It was concluded that RT has positive effects on improving fourth-grade students’ reading ability. But the issues concerning the degree of difficulty of scripts and students’ anxiety about performing might influence students’ reading attitudes.
Nevertheless, this study implies that English teachers in elementary school may gain insights into the role of RT in English curriculum and ways to integrate RT into their English teaching.