الفهرس 
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Abstract
Writing is one of the main four language skills. It is a complex developmental skill that requires the mastery of several sub- skills including the quality of the content provided, organization, language and mechanics skills. In addition, writing is a non- linear purposeful process in which learners write for real audiences. Furthermore, reading is a significant component of (he writing process. Hence, students practise reading as a pie- writing activity to get information, ideas, content, style and language for writing, then during writing in the revising and editing stages of the writing process and after writing in the publishing stage.
In the light of the Process Writing Approach and the integration between reading and writing skills, a Self- Access Reading Approach to Language Learning can play an important role in developing English language writing skills for secondary stage students. Through adopting the Self- Access Reading-Approach, students are encouraged to undertake more responsibilities for their learning and become independent learners. Moreover, according to this approach, learners work on linguistic tasks related to the reading materials on their own through reading strategies and with the help of a well- stocked Lnglish language resource centre. Thus, students can accomplish the learning goals with only minimal assistance from other learners or the teacher, who functions here as a language adviser, a helper and a facilitator.
The present study aimed at developing the necessary writing skills for first year secondary students through the use of a proposed self- access reading program.
The study adopted the quasi- experimental pretest- posttest control group/ experimental group design. A group of eighty- two fust year secondary students were randomly selected from oiie of Cairo governmental secondary schools, namely Helmiyat El Zeitoun Secondary School for Girls ( forty- two students in the experimental group and forty students in the control group). Students of the experimental group received training through the proposed program while students in the control group received regular instruction.
To determine the most important writing skills to be developed throughout the proposed program, a checklist was designed and approved by a jury of subject matter specialists. Based on these writing skills, a writing pre- test and an equivalent writing post- test were developed and used.