الفهرس 
Chapter One: Problem and Its ContextOnly 14 pages are availabe for public view
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Abstract
This research aimed to investigate the effect of P.O.S.S.E strategy on developing EFL reading comprehension skills among First -year preparatory school pupils. .
The researcher selected the participants that included 60 1st preparatory pupils from at Hosainiya prep School at Shibin El kom - Menoufia Governorate. They were divided into two groups; an experimental group (n=30) and a control group (n=30). She also prepared the research instruments and material which included a reading skills checklist, a reading skills test and a teacher’s guide.
The teacher’s guide consisted of (12) sessionsto develop EFL reading skills among preparatory school pupils. Each lesson took two periods. In this research, the P.O.S.S.E strategy was implemented in two cycles. In Cycle 1, the actions focused on introducing the text and the strategy to the pupils. In Cycle 2, the actions focused on the implementation the five steps of P.O.S.S.E strategy to improve the students’ reading comprehension. After the implementation of the P.O.S.S.E strategy, both groupswere posttest.
Comparison of the experimental and the control group’sscores on the reading skills revealed improvement as to the experimental group pupils. The SPSS program was used for analyzing the data. The independent samples t-test was used to compare the pupils’ performance on EFL reading comprehension skills. The results showed that:
1. There is a statistically significant difference at the (0.01) level between the mean scores of the experimental group and those of the control group on the posttest of overall EFL reading comprehension skills in favor of the experimental group.
2. There is a statistically significant difference at the (0.01) level between the mean scores of the experimental group and those of the control group on the posttest of literal EFL reading comprehension skills at the literal level in favor of the experimental group.
3. There is a statistically significant difference at the (0.01) level between the mean scores of the experimental group and those of the control group on the posttest of inferential EFL reading comprehension skills at the inferential level in favor of the experimental group.
4. There is a statistically significant difference at the (0.01) level between the mean scores of the experimental group and those of the control group on the posttest of critical EFL reading comprehension skills at the critical level in favor of the experimental group.
5.2 Conclusion
The current research investigated the effect of the P.O.S.S.E strategy on developing EFL reading skills. The researcher designed EFL reading comprehension skills test. The test was administered before and after treatment. The researcher prepared the P.O.S.S.E reading content, based on the actual reading lessons of the pupil’s textbook, to develop their EFL reading comprehension skills. Administering the EFL reading comprehension skills test after treatment revealed noticeable development in the experimental groups’ reading comprehension skills. It was concluded that the P.O.S.S.E strategy was effective in developing EFL reading comprehension skills of the first year preparatory school pupils.
5.3. Recommendations
Based on the results of the present research, the following recommendations are suggested:
To English language teachers:
1. More teachers should be encouraged to use P.O.S.S.E strategy regularly.
2. English language teachers should be more creative in choosing the activities. EFL teachers should know what pupils need to improve their reading skills. If they want to use the P.O.S.S.E strategy, they should consider the situation of the class so that they can manage the class well. They also should consider the topic of the text that influences students’ interest in reading.
3. English teachers should be more innovative to select the teaching method and/or strategy. They should attract their students’ interest in learning English, especially reading skills. EFL teachers should motivate the students to read more and increase their vocabulary in order that pupils can comprehend the text they have been read.
To the pupils
1. Pupils can improve their reading comprehension. Through P.O.S.S.E strategy the students could activate their background knowledge and better understand the text they read. They should be more confident in reading.
2. Students should manage themselves and have positive attitude towardenglishin general and reading skills in particular.
3. Pupils should be encouraged to work in pairs, in groups, or individually so as to develop their reading skills.
To curriculum designers
Curriculumdesigners should pay attention to P.O.S.S.E strategy and its procedures. They should integrateP.O.S.S.E strategies and activities into pupils textbook so as to maximize their achievement and learning in EFL reading classes.
5.4SuggestionsforFurtherResearch
The following suggestions for further research are outlined:
1. The impact of using P.O.S.S.E strategy on various grade levels at various educational stages.
2. The effect of using P.O.S.S.E strategy on EFL pupils’ motivation towards learning EFL.
3. The effect of using P.O.S.S.E strategy on developing other language skills.
4. Further research regarding the use of P.O.S.S.E strategy with special needs pupils in terms of accommodations and learning modalities that could be introduced.
5. Future researches should also consider framing solid foundations and principles of the ”partial and full” integration P.O.S.S.E strategy into the different types of educational curricula.