Only 14 pages are availabe for public view
This study aimed at investigating the effectiveness of using graded readers for developing EFL preparatory stage pupils’ writing skills (vocabulary, grammar, content, organization and mechanics). The participants of the study were forty-six (44) EFL second-grade preparatory stage pupils from Qallin preparatory school for girls, Kafr el-Sheikh, Egypt. One-group quasi-experimental design was adopted for the purposes of this study. Instruments designed and used in the study were a writing skills inventory, a pre-post writing test and an analytical rubric. The experimental treatment was conducted during the second semester in the academic year 2018/2019. The pre-post writing skills test was administrated. Findings of the study indicated significant differences between the mean scores of the research group on the pre and post writing tests in all five sub-skills in favor of the posttest. The results showed that using graded readers enhanced the pupils’ writing skills. The study concluded with recommendations pertinent to using graded readers in teaching writing skills.