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Drawing on assets-oriented, sociocultural theories of imagination and learning, the authors argue that the improvisational qualities and expanded resources of dramatic approaches to teaching make a positive difference in the quality of and persistence in students' story writing. The authors describe findings from a controlled quasiexperimental study examining the outcomes of an 8-week story-writing and dramabased program, Literacy to Life, implemented in 29 third-grade classrooms in elementary schools with and without Title I funding located within the same urban school district in Texas. Pre-and post-measures of writing self-efficacy, story building, and generating and revising ideas showed significant positive results, especially for students in schools that receive Title I funding. Research findings and the sociocultural theoretical framework argue for increased resources in support of opportunities for students to practice combinatorial imagination and use cultural knowledge for creative writing, as was made possible through the Literacy to Life program.

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