Since language is  important  in  the  humanbeings, life generally and the students particularly, so teaching ,it  as a school subject starts from the first year of the elementary stage.

Language has main four skills, which are  in order; listening, speaking ,reading and writing.each one of these skills a special importance in the life of both the individual and the society.

  As reading forms one of the important information opening and a tool of culture by which one can get the intellectual product of humanbeings , so reading is considered the most important language art skill.

  Because of this importance , was the  holly order from Allah to his prophet Mohamed ( PBUH ) in Al-‘Ala q 1,2,3 sura ,,proclaim,, (read)

  In the name of thy lord and cherisher, who created

2-created man, out of a leech-like clot.

3-proclaim and thy lord is most bountiful ‘

Aloud reading has a great importance because it is accompanied with the human beings in many situations in their life.

Inspite of this importance  especially to the pupil, yet the real conditions reveal the pupils weakness in the early years of the formal instruction which is still alive.

Starting from what the previous researches and studies which emphasized on the weak level of the pupils in the Aloud reading and the consistency and effectiveness of  the theatre in treating many of the studying problems besides developing the different language skills, was this study to answer the main following questions;

– How can the instructional theatre be used ( or employed ) to develop Aloud reading skills ?

other questions are derived of the main questions, which are ;

1 – How for can the pupils in second grade of elementary stage master Aloud reading skills?

This study is limited only to ;

1- pupils of St preparatory, chosen because ;

2- the ministry’s textbooks without regarding the external books to connect the pupils to the textbooks.

3 –Some Aloud reading skills which were determined by the results of field study concerning the pupils’ weakness in the Aloud reading .

4 – Some schools of ‘ Abukbeir’ which include pupils from both the country and the city to represent the original Society.

III – Hypotheses of the study ;

Tried to gain proof of the following hypotheses;

1 – there are no significant instructional differences between the averages of the two groups’( the experimental & the control ) scores in the pre – application of the observation sheet in the Aloud reading skills .

2 – there statistical differences between the two averages of both the experimental and the control groups in the post – application of the Aloud reading skills , in favour of the experimental group.

3 – there are significant statistical differences between the averages of the experimental group in both the Aloud reading skills, in favour of the post application .

IV – procedures of the study ;

 To answer the questions which determined the problem of the study, and to gain proof of its hypotheses, the researcher prepared the following steps;

1 – preparing an observation sheet for the pupils of the second elementary stage’s performance in the Aloud reading

2 – Building the imagined suggestion of using the instructional theatre in developing the Aloud reading skills for pupils in the second grade of the elementary stage .

3- Determing the effectiveness of the imagine suggestion through;

a ) Choosing the sample of the study and dividing it into two groups (experimental & contrd ).

b ) Applying the sheet card formerly on the study’s two groups

c) teaching the chosen materials to the experimental groups .

d ) Applying the sheet card Latterly on both the study’s groups ( the experimental & contrd ).

4 – Extracting the Renaults, discussing them, explaining them and givingrecommen – dations.

 V  – Results of the study ;

1 – there are no significant statistical between the two averages of the two groups’ ( the experimental and the control ) scores, in every skill, and in the total sum of all the skills in the pre – application of the observation sheet , which indicates the equality of the two sample’s level, and also their similarity in the Aloud reading skills before the performance of the experiment .

2 – there are significant statistical differences between the two averages of the two groups ( the experimental and the control ) scores in the post- application of the observation sheet, in favour of the experimental group in every single skill, and in the total sum of all the skills, which indicates the effective j ness of the instructional theatre in developing every skill and all the skills.

There are significant statistical differences between the two averages of both the pre – and the post – applications of pupils of the experimental group in every single skill and in the total sum of all the skills.

So, depending on what this study has reached of results, the researcher emphasize on the effectiveness of the instructional theatre as an instructional approach which has a great effect in developing the skills of the Aloud reading .4 – through discussing the pupils about the mid year and final exams, it is clear that the importance of the theatre is not limited – only to being a tool which has an effect on developing the reading’s skills but also on the pupils’ studying level, of the experimental group , as comparing to their mates.

VI – Recommendations;

 -Depending on the results the researcher has reached, she recommends that;

1 – the continuous training of the pupils on the theatre’s performance with the aid of the audio –recordings, language, labs and the modern scientific instruments.

2 – training the Arabic – language teacher in the pre – colleague stages which helps in guiding the pupils, later.

3 – training the teachers on how to exploit the theatre in developing the , language skills .

4 – Choosing a specific time in the school schedual for treating the Aloud reading through the instructional theatre

5- Giving the teacher who teaches reading through the instructional theatre, the opportunity to choose the texts to be taught through the teacher with a number of texts to be able to give ever play its sufficient time of training.

6 – providing the school libraries with the references and periodicals which help the teacher to do his – duty.

7- Paying attension to the schools’ theatres and providing them with the modern technology which gives an  effect of attraction and an opportunity to participate in the theatre’s performance.

8 – Considering the instructional theatre a subject to be taught in faculties of education, especially to Arabic – language student teachers.

9 – Giving courses for theatres in service to train them on how tow to use the instructional theatre as an the instructional approach.

10 – Decreasing the labors of the teacher who adopts teaching some topics through the instructional theatre, by reducing  the number of the  Arabic – language classes in the school schedual if he teaches Arabic – language beside his effort in the theatre and not asking him to take extra – hours or any other work to have the time for the theatre which needs more effort and time.

11-Increasing the financial expenses which  helps in mastering the theatre’s work.

12 – Reserving finanneiol spurs for those who take charge of the theatre work.

 VII – some suggestions ;

Depending on the results of this study  as a Continuation of it, the researcher suggests researches on ;

1 – employing the school theatre in developing the silent reading skills.

2 – An imagined suggestion for using the instructional theatre in developing the Aloud expression skills.

3 – the effectiveness of the other language activities ( for example, the radio, sermonizing , press, debate ) in discovering the pupils’ gifts and creative abilities in the Arabic – language .

4 – the effectiveness of the instructional theatre in developing the Aloud reading skills for students of the secondary stage of both

( public and artistry ) instruction.

5 - the effect of teaching stories through the puppets theatre on developing the creative abilities of hekinder garden pupils.

6 – the effect of using the puppets theatre on the pupils’ interests in reading the slories.