الفهرس 
Chapter One: Study problem and contextOnly 14 pages are availabe for public view
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Abstract
The present study aimed at measuring the effect of the Language Experience
Approach (LEA) on developing some EFL reading and writing skills among the
primary six school pupils. The participants of the study were eighty pupils who were
chosen randomly from 6th graders at Al-Fath primary school in Kafr Al-Bajour,
Menoufiya Governorate, Egypt. Forty pupils were the control group and forty pupils
were the experimental group during the academic year (2016-2017). The researcher
has chosen the pretest-posttest equivalent groups as an experimental design. The
researcher himself prepared a reading skills test and a writing skills test to test the
main and sub-hypotheses of the current study. The reading skills test measures pupils`
reading ability in vocabulary, fluency and text comprehension. The writing skills test
measures pupils` writing ability in unity, coherence and language mechanics. The
validity of the tests has been confirmed through their presentation to a panel of
experts in the field of teaching English, methodology and education. The reliability
has been computed by using the “test re-test method” and it was (0.78) in the reading
test and (0.71) in the writing test. The researcher administered the two tests twice:
once before the experiement (pretesting) and the other after the exoeriement
(posttesting). After treatment of the statistical data by using the t-test of the two
groups, the findings show significant statistical differences between the experimental
group and the control group in the reading and writing skills tests in favor of the
experimental group. In the light of the results obtained, the researcher recommended
that teachers should use the Language Experience Approach in teaching English at the
primary stage as an effective technique for teaching pupils. It is also recommended
that EFLteachers should be familiarized with its importance by holding seminars and
meetings or through training courses.