The aim of this research is to investigate the effects of using readers theatre based instruction on improving EFL oral reading fluency, reading comprehension and reading speed skills among preparatory stage pupils. The design of the research is a mixed research methodology. It combines both quantitative and qualitative modes of inquiry. The researcher used two groups: an experimental group and a control group. Both groups were tested before and after the intervention. Subjects of the present research consisted of forty pupils who were chosen randomly from second year pupils enrolled in El-Hesa preparatory school for girls and boys, Qalubia governorate, Egypt. They were divided into two groups: an experimental group (N=20) pupils who taught through reader's theatre based instruction and a control group (N=20) pupils who taught in the regular way. The instruments of the research included an EFL oral reading fluency test, reading comprehension test, reading speed test, an observation checklist for reading speed, and a semi-structured interview. Results of the research revealed a statistically significant difference between the mean score of the experimental group and that of the control group in the post test of EFL oral reading fluency, reading comprehension and reading speed skills in favor of the experimental group. These results were ascribed to using readers' theatre- based instruction.
Keywords: Readers' Theatre- Based Instruction –EFL Oral Reading Fluency Skills- EFL Reading Comprehension Skills- EFL Reading Speed Skills.
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