The contemporary age requires us to find new ways, methods, and forms of work on a daily basis, and this applies to school the same way it applies to every other field. Reading is one of the basic skills of every person, but despite that, the amount of reading is at very low levels, and the word itself has a negative connotation. In an effort to change this status, numerous experts, scientists, teachers, and educators have suggested in their works certain methods of how to reach the students and turn a negative trend of a decline in reading into a positive one that shows increase. Besides suggesting the development of a positive attitude towards reading from the earliest childhood, it has also been suggested to have a contemporary approach to instruction that emphasises an empirical method of learning and the creativity of students. One of the contemporary approaches to instruction are drama activities where one simultaneously both learns and plays. This approach allows students to learn the curriculum, but also to develop their oratorial and expressive capabilities, to express their feelings and thoughts, to develop their imagination and boost their confidence. As such a method of learning enables the concurrent achievement of several objectives, this paper tries to examine whether students may use process drama as an incentive to read. The paper consists of a theoretical overview of the researched topic and subtopics and of the practical section. The theoretical section of the paper discusses terms such as reading, the process of learning how to read as well as advanced levels of reading, reading literacy, digital literacy, and reading capability, followed by reading culture. This is followed by a theoretical overview of the interdisciplinary field of drama pedagogy, namely, drama education, drama activities, and the method of process drama in contemporary instruction. The second part of the paper presents process dramas and provides an analysis to test the thesis that such a form of instruction can be an incentive for students to read.