Significant learning experiences may motivate students, especially those with learning disabilities, to try harder and achieve better in their schooling. To study the promise of project-organized Readers Theater (RT) -program (one term) in reading remediation, a large-scale longitudinal (24 months) research (N=200) approach is conducted. To disentangle the specific effects of RT and project-organized learning, three groups of reading disabled children (8-10 year old) will be included: 1) project-based RT preparing a real theatre play for an audience. 2) exercise-based RT receiving individual drama-enriched reading exercises. 3) Business-as-usual group receive reading support provided by their school 4) control group of class-room peers. The research project produces also RT programs to serve Finnish education system