الفهرس 
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Abstract
This study investigated the effect of a program using drama techniques in English language teaching for developing some creative reading skills of preparatory one pupils. The researcher adopted the quasi- experimental group design (a pre- post control group design). Participants of the study included sixty students at Sahel Selim Preparatory school for Girls, Sahel Selim Educational Directorate, Assiut Governorate. They were divided into two groups. The treatment group (n= 30) was taught by using a drama techniques-based program, while the non-treatment group (n=30) was taught by using the regular method of teaching. A creative reading test was developed and used for assessing students’ creative reading performance. Analysis of the collected data indicated a statistically significant difference between the mean scores of the two groups in the post-implementation in the results of the performance test of some creative reading skills in favor of the treatment group. Results revealed that the program had a significant effect on developing some creative reading skills at first-year preparatory school students. Discussion of these findings, recommendations, and suggestions for further research were presented.
Keywords: Drama Techniques– Creative reading skills.