Abstract

This research aims to identify (the use of the dramatic approach in developing the listening and speaking skills of the fifth grade students) and to achieve the goal of the research, he chose Afaq Al-Ilm Elementary - Baghdad Governorate for the Second Rusafa Education Directorate to begin his experiment, and his choice was intentional, and in a random way he chose the division ( A) The number of its pupils (31) students to represent the experimental. .group. that .studied reading using the .approach (B), and the group represented the number of its pupils (29), a group of guest pupils, the group that was in reading in the traditional way The researcher adopted the experimental design with partial control for the two research groups, and rewarded the students of the two study groups (experimental and control) in a number of variables. The researcher also prepared two tests of listening and speaking that consisted of (20) items, and their apparent validity and stability were found by the arbitrators by using the Pearson equation The difficulty coefficient, the strength of discrimination, and the effectiveness of the wrong alternatives were calculated for each of their paragraphs, and it was found that there is a statistically significant difference for the benefit of the experimental group students who were taught by the (dramatic entrance) method. In light of the results of the study, the researcher recommended the necessity of adopting the method (dramatic approach) in teaching reading in the fifth grade of primary school. To complete this study, the researcher suggested conducting other studies, on samples of both sexes, in different grades, in various schools, in other educational stages, and on different topics.