The effectiveness of storytelling method in verbal creativity and phonological awareness of dyslexic students

The purpose of this study was to investigate the effectiveness of verbal creativity storytelling and phonological awareness of dyslexic students which was done by a quasi-experimental design with pretest-posttest with control group. The sample included 28 dyslexic male students who completed the third elementary school in the academic year of 2018 selected through convenient sampling from the centers of diagnosis and treatment of state and private learning disorders in the cities of Tehran, Shahryar and Karaj. The students were randomly assigned into two experimental and control groups of 14 people. The instruments used in this research were Dastjerdi and Solaymani Phonological awareness and Torrance Creativity Test of Verbal Section (Form A). The data were analyzed using covariance analysis. The results indicated that the method of storytelling was based on the overall score of verbal creativity, the score of each of the subscales (originality, fluency and flexibility), the overall score of phonological awareness, and the score of its levels (syllabic, intra-syllabic and phonological awareness). These have been effective and led to higher scores. Based on the findings of the study, the storytelling method is effective in improving the performance of dyslexic students.