Abstract:
This study aimed at examining the effect of the strategies of Forest’s storytelling model in developing the written expression skills of grade six students in the Governorate of Irbid. The subjects of this study consisted of 134 male and female students over two separate schools (one school for boys and one school for girls). The experimental group included 28 male and 36 female students who were taught by means of the strategies of Forest’s storytelling model. On the other hand, the control group included 36 male and 34 female students who were taught by means of the traditional approach. The results showed that there was a statistically significant difference at the level of performance of the subject students in terms of their written expression skills in favor of the experimental group. However, there was no statistically significant difference at the level of performance of the subject students in terms of written expression skills either due to gender or the interaction between gender and teaching methods. A set of notions were recommended in light of the results of the present study.
