Abstract
This quasi-experimental study investigates the effect of a program structured with creative drama on the reading comprehension skills of students with mild intellectual disabilities. The experimental group consisted of eight students with the necessary preconditions who attended a rehabilitation center in Ankara. The sample group received Reading Comprehension Skills Instruction Program. Data analyses were conducted with SPPS software. Results showed that the reading skills of the students improved more significantly than those receiving the classical reading programme. The experimental group answered the reading comprehension questions independently in high ratios. The related topics that were studied in both the games and the readings suggested that the learning results were permanent.
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