Abstract:

In the present experimental study the effects of “scenario based learning approach supported by drama in education” on elementary school fifth grade bilingual and non bilingual students’ Turkish lesson academic achievement understanding by reading were investigated The research was conducted at three elementary public schools of lower socio economic level with 196 fifth grade students at Adana Seyhan during the spring semester of 2004 2005 The three experimental groups were instructed with drama method based on scenario based learning approach SBLA other control groups were instructed teacher centered method based on traditional whole class teaching “Achievement test of understanding of reading” developed and controlled for the reliability and validity by the researcher were administered as pretest and posttest The research results from “The achievement test of understanding reading” shows significant difference among groups favoring the experimental groups Key Words: Understanding by reading bilingualism and education Turkish language education

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