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References
- Al-Busaidi, S. & Sultana, T. (2015). Critical thinking through translated literature in the EFL Omani Class. International Journal of English and Literature, 6(1), 16 – 22.
- Adipranata, S. M. (2009). Students’ per-ceptions on the use of role play technique in speaking class in the English education study program of Santa Dharma University. Santa Dharma University.
- Alber, R. (2013). Deeper learning: Defining twenty-first century literacy. Edutopia. Retrieved from: https://www.edutopia.org/blog/twenty-first-century-literacy-deeper-learning-rebecca-alber
- Al-Mahrooqi, R. & Tabakow, M. (2013). Drama in Oman to improve English proficiency among English-major college students. Conference of the International Journal of Arts & Sciences. ISSN: 1943-6114: 6(4), 303–319
- Aloqaili, A. (2011). The relationship between reading comprehension and critical thinking. Journal of King Saud University, 24 (1): 35-41. Retrieved from: http://www.sciencedirect.com/science/article/pii/S2210831911000373
- Arzu, G. (2008) Effects of drama on the use of reading comprehension strategies and on attitudes toward reading. Journal for Learning through the Arts. 4 (1).
- Al Seyabi, F. & Al Rashdi, S. (2016) A closer look at extensive reading in Omani public schools: Current practices and teachers’ perceptions. Canadian Center of Science and Educa-tion, 9 (8).
- Athiemoolam, L. (2004). Drama-in-education and its effectiveness and in English second/foreign language classes. University of Sains, Malay-sia.
- Cameron, K.J. (2007). “I put myself in the feet of the character and I understand it more” A look at the influence of drama strategies on the reading comprehension of grade five students. University of Toronto, Canada.
- Cameron, L. (2001). Teaching languages to young learners. Cambridge, Cam-bridge University Press.
- Cherry, K. (2016). Gardner’s theory of multiple intelligences. VeryWell. Re-trieved from:
- https://www.verywell.com/gardners-theory-of-multiple-intelligences-2795161
- Kelner, L. B. & Flynn, R. M. (2006). A dramatic approach to reading compre-hension: Strategies and activities for classroom teachers. Heinemann.
- Ministry of Education. (2016). English for me: Teacher’s book 3A. Sultanate of Oman
- Moore, M.M. (2004) Using drama as an effective method to teach elemen-tary students. Eastern Michigan University.
- National Reading Panel (NRP) (2002). An evidence-based assessment of the scientific research literature on reading and its implications of reading instruction. ERIC.
- Ntelioglou, B. (2006). Crossing borders: Drama in the second language classroom. York University.
- O’Hara, M. (2001). Drama in education: A curriculum dilemma. Theory into Practice,23(4): 314-320.
- Rose, D., Parks, M., Androes, K., McMahon, S. (2000). Imagery-based learning: Improving elementary students’ reading comprehension with drama techniques. The Journal of Educational Research, 94(1), 55–64.
- Sanford, K. (2015). Factors that affect the reading comprehension of the secondary students with disabilities. University of San Francisco. Retrieved from:
- http://repository.usfca.edu/cgi/viewcon-tent.cgi?article=1125&context=diss
- Schewe, M. (2002). Teaching foreign language literature: Tapping the student’s bodily-kinesthetic intelli-gence. In Brauer (Ed.) Body and lan-guage: Intercultural learning through drama. (p.73-95). Westport, Connecticut: Albex Publishing.
- Sloyer, H. (1982) Reader theater: Story dramatization in the classroom. Hof-stra University.
- Snow, C. (2002) Reading for understand-ing: Toward R&D program in reading comprehension. RAND.
- Tajareh, M., Oroji, M. (2017) The impact of drama on Iranian EFL young learners’ reading comprehension performance. Bulletin de la Société Royale des Sciences de Liège, 86, p. 67 - 80
- Wagner, B. (1998). Educational drama and language arts: What the research shows. Chicago, IL: Roosevelt University Press.
References
Al-Busaidi, S. & Sultana, T. (2015). Critical thinking through translated literature in the EFL Omani Class. International Journal of English and Literature, 6(1), 16 – 22.
Adipranata, S. M. (2009). Students’ per-ceptions on the use of role play technique in speaking class in the English education study program of Santa Dharma University. Santa Dharma University.
Alber, R. (2013). Deeper learning: Defining twenty-first century literacy. Edutopia. Retrieved from: https://www.edutopia.org/blog/twenty-first-century-literacy-deeper-learning-rebecca-alber
Al-Mahrooqi, R. & Tabakow, M. (2013). Drama in Oman to improve English proficiency among English-major college students. Conference of the International Journal of Arts & Sciences. ISSN: 1943-6114: 6(4), 303–319
Aloqaili, A. (2011). The relationship between reading comprehension and critical thinking. Journal of King Saud University, 24 (1): 35-41. Retrieved from: http://www.sciencedirect.com/science/article/pii/S2210831911000373
Arzu, G. (2008) Effects of drama on the use of reading comprehension strategies and on attitudes toward reading. Journal for Learning through the Arts. 4 (1).
Al Seyabi, F. & Al Rashdi, S. (2016) A closer look at extensive reading in Omani public schools: Current practices and teachers’ perceptions. Canadian Center of Science and Educa-tion, 9 (8).
Athiemoolam, L. (2004). Drama-in-education and its effectiveness and in English second/foreign language classes. University of Sains, Malay-sia.
Cameron, K.J. (2007). “I put myself in the feet of the character and I understand it more” A look at the influence of drama strategies on the reading comprehension of grade five students. University of Toronto, Canada.
Cameron, L. (2001). Teaching languages to young learners. Cambridge, Cam-bridge University Press.
Cherry, K. (2016). Gardner’s theory of multiple intelligences. VeryWell. Re-trieved from:
https://www.verywell.com/gardners-theory-of-multiple-intelligences-2795161
Kelner, L. B. & Flynn, R. M. (2006). A dramatic approach to reading compre-hension: Strategies and activities for classroom teachers. Heinemann.
Ministry of Education. (2016). English for me: Teacher’s book 3A. Sultanate of Oman
Moore, M.M. (2004) Using drama as an effective method to teach elemen-tary students. Eastern Michigan University.
National Reading Panel (NRP) (2002). An evidence-based assessment of the scientific research literature on reading and its implications of reading instruction. ERIC.
Ntelioglou, B. (2006). Crossing borders: Drama in the second language classroom. York University.
O’Hara, M. (2001). Drama in education: A curriculum dilemma. Theory into Practice,23(4): 314-320.
Rose, D., Parks, M., Androes, K., McMahon, S. (2000). Imagery-based learning: Improving elementary students’ reading comprehension with drama techniques. The Journal of Educational Research, 94(1), 55–64.
Sanford, K. (2015). Factors that affect the reading comprehension of the secondary students with disabilities. University of San Francisco. Retrieved from:
http://repository.usfca.edu/cgi/viewcon-tent.cgi?article=1125&context=diss
Schewe, M. (2002). Teaching foreign language literature: Tapping the student’s bodily-kinesthetic intelli-gence. In Brauer (Ed.) Body and lan-guage: Intercultural learning through drama. (p.73-95). Westport, Connecticut: Albex Publishing.
Sloyer, H. (1982) Reader theater: Story dramatization in the classroom. Hof-stra University.
Snow, C. (2002) Reading for understand-ing: Toward R&D program in reading comprehension. RAND.
Tajareh, M., Oroji, M. (2017) The impact of drama on Iranian EFL young learners’ reading comprehension performance. Bulletin de la Société Royale des Sciences de Liège, 86, p. 67 - 80
Wagner, B. (1998). Educational drama and language arts: What the research shows. Chicago, IL: Roosevelt University Press.