Thesis (Ph.D.) - Cairo University - Faculty of Graduate Studies for Education - Department of Curriculum and Methods Teaching

The objective of this study was to develop integrative reading and writing skills through a proposed program based on task-based learning. The participants of the study were 80 1st year secondary school students. The instruments of the study were; a checklist of reading and writing skills, a pre/post reading and writing test and a task-based reading and writing test. Statistically, there was a significant difference between the mean scores of the experimental group on the pre/ post test reading and writing test in favour of the post test at (0.01). There was also a significant difference between the mean scores of the control and experimental groups on the post reading and writing test in favour of the experimental group at (0.01). Moreover, there was a significant difference between the mean scores of the experimental group on the pre/post task-based test in favour of the post task-based test at (0.01). Finally, there was statistically significant difference between the mean scores of the post task- based test and the post reading and writing test in favour of the task-based test at (0.01).This means that the proposed program was effective in developing the experimental group students{u2019} integrative reading and writing skills. Based on the findings the researcher suggested some recommendations and ideas for further studies

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