This paper attempts to show a one-to-one relationship between the various activities involved in dramatic interpretation and specific language arts skills: reading, writing, speaking, and listening. The skills listed in this model reflect both the cognitive and the affective domains and include concentration, perception, factual recall, classification, summary, translation, application, analysis, synthesis, evaluation, enjoyment of literature, group problem solving, confidence, and empathy. A brief description is provided of the specific correspondences between language arts experiences and dramatic activities which concern these skills. (KS)