THE EFFECTS OF DIGITAL STORYTELLING, STORYTELLING AND STORY READING ON ENHANCING PALESTINIAN NINTH GRADERS' PARAGRAPH WRITING SKILLS
The purpose of the study is to show the effects of digital storytelling, storytelling, and story reading on enhancing ninth graders' paragraph writing skills. To achieve this purpose, the researcher downloaded from the Internet a group of digital stories with their scripts of that suitable for ninth graders' level. Over six week study period, the teacher sat with (39) ninth graders and displayed one digital stories per day and narrated to another group consisting of (37) students the same story. A third group consisting of (38) ninth graders was given the script of the same story to read and the fourth group (38) ninth graders represented the control group. A pre and post paragraph writing test was applied on the four groups. The researcher used a paragraph writing rubric of four main skills (topic sentence, supporting sentences, mechanics of writing and concluding sentences) to check the students' writing in the pre/post tests. The data of the test were analyzed by One Way ANOVA, Scheffe and Means. The study findings indicated that there are statistically significant differences at (a 0.05) in paragraph writing skills among the mean scores of the control group and the experimental groups in favor of the experimental groups