الفهرس 
Chapter 1Only 14 pages are availabe for public view
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Abstract
The study aimed at investigating the effectiveness of using the shared reading strategy in developing EFL fourth-year primary-stage pupils’ reading comprehension and oral reading skills. The study adopted the quasi-experimental research design. The participants of the study were 75 EFL pupils who were selected at random from El-Eman private school in Damietta, Egypt. They were divided into two groups: an experimental group (n= 41) and a control one (n= 34). To collect data, the researcher prepared reading comprehension and oral reading tests administered before and after the intervention. The researcher taught the experimental group using the shared reading strategy for 19 sessions in two months, whilst the control group was taught using the traditional way of teaching. The findings of the study revealed that there was a statistically significant difference at 0.05 level between the mean scores of the experimental group and the control group in the reading comprehension and oral reading tests in favor of the experimental group. The study recommends utilizing shared reading strategy during EFL sessions to enhance pupils’ reading comprehension and oral reading skills. Moreover, the researcher suggests delivering training sessions to pupils, at different academic levels, to boost their reading comprehension and oral reading skills, and subskills. Additionally, she suggests including examples in the teacher’s guide and the textbook of the techniques of developing reading comprehension and oral reading skills, and subskills.