دور الدراما التكوّنيّة في تنمية مهارات كتابة القصة وتعليم القراءة

This study aimed to investigate the role of process drama in developing the ninth graders’ story-writing skills in Hebron Education Area schools as one of the active teaching strategies that leads to developing the teaching of writing and reading comprehension. The researchers used quasi-experimental approach. The study was applied on an intentional sample from the ninth grade in Aida Boys’ School which is related to Hebron Education Area. The findings of the study are as the following:  

The process drama has an impact on developing the ninth graders’ story writing skills and it appeared fairly and acceptably. And there were statistical differences among the means of students’ responses in the post test in the story-writing of the two groups in favor of the experimental group due to the use of process drama. Based on this study.

Keywords: Drama; Writing; Skills; Story; Teaching; Reading.