he impact of teaching reading using classroom drama on developing some creative reading skills for sixth-grade primary students.

This study aimed to use classroom drama in teaching reading to sixth-grade primary school students, and to measure its effectiveness in developing creative reading skills. The experimental method was used based on a quasi-experimental design with two groups. The control group consisted of (30) students who studied with the usual treatment, and the experimental group consisted of (30) students taught with the usual treatment. The experimental group consisted of (30) students were taught using classroom drama. A list of creative reading skills appropriate for sixth-grade primary school students was prepared, and a test was prepared to measure their skills. The test was described by describing its content, preparing a table of its specifications, presenting its initial image to the arbitrators, and exploratory testing of it; To determine its time, identify the clarity of its vocabulary, calculate the difficulty and discrimination coefficients for its vocabulary, calculate its validity and stability, and describe the test in its final form. Then it was applied pre-test to ensure the equality of the two groups in the measured variable. The experimental treatment material was applied, then the test was applied post-test to the students of the control and experimental groups. It was found that there was a statistically significant difference at the level of (0.05) between the average scores of the control and experimental group students in the post-measurement of the creative reading test, in favor of the experimental group. The study concluded by presenting a number of recommendations and proposed research.