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Abstract
The present study aimed investigating the effectives of content –based instruction in improving reading comprehension skills and scientific concepts among fourth year primary school pupils .The study followed a pretest –posttest experimental –control group
Design .The study followed a pretest –posted experimental-control group design .the study sample consisted of 80 pupils from barheem experimental primary school and shebeen El –koam experimental –primary school and was divided into two groups :40 pupils for the experimental group and40 pupils for the for the control group .For identifying the most important EFL reading comprehension skills required for fourth year primary school pupils ,a reading comprehension skills list was developed ,validated by a jury of EFL curriculum and teaching methods specialists .then ,a pre-post reading comprehension skills test and a scientific concepts test and a scientific concepts test were dolloped .pupils in both the experimental and control group were pre –tested using the test .then ,the experimental group pupils were taught through content –based instruction and the control group pupils were taught through the traditional method .Finally ,pupils in both group s were pot –tested using the same tool (test ).the study showed that :First ,there are no statistically significant differences between the mean scores of experimental group and control group in reading comprehension skills and scientific concepts impure-test .
Second, there are statistically significant differences between the mean score of the experimental and control groups in the post –test of scientific concepts .Third ,there are statistically significant differences between the mean scores of the experimental and control groups in the post –test of reading comprehension skills .It was concluded that content –based instruction approach proved to be highly effective in improving fourth year primary school pupils reading comprehension skills and scientific concepts in English.