Diawn, P. (2008). Case Study: The Influence of Storytelling as Prewriting Activity (in the Writing Process) on Narrative Writing in the No Child Left behind Learning Environment. Unpublished PhD Thesis, Philadelphia and Bala Cynwyd, PA: Saint Joseph’s University.

has been cited by the following article:

• TITLE: Tell and Write, the Effect of Storytelling Strategy for Developing Story Writing Skills among Grade Seven Learners

  AUTHORS: Fatma Alkaaf, Ali Al-Bulushi

  KEYWORDS: Story Writing, Writing Skills, Strategy Teaching, Teaching Arabic

  JOURNAL NAME: Open Journal of Modern Linguistics, Vol.7 No.2, April 20, 2017

  ABSTRACT: This study investigates the effect of storytelling as a strategy for developing story writing skills among grade seven pupils in a public Omani school. The sample of the study consisted of 243 pupils randomly selected and assigned to experimental and control groups. The data used for the purpose of this study were collected over the course of one semester via pre-post test design for equivalent groups. The experimental groups were taught by using the adopted storytelling strategy, whereas the control groups were taught by using the conventional procedures as prescribed in the formal teacher’s guidebook. The researchers assessed the effect of storytelling as a strategy for developing story writing skills and the findings indicated that the experimental group outperformed the control group in the story writing skills test. This was indicative of the fact that the storytelling strategy may have a significant positive effect on pupils’ story writing. Important implications of this study within the framework of a similar context are also outlined.