الفهرس 
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Abstract
The Present study aimed at improving EFL preparatory school students’ reading skills. To achieve this aim, constructivism-based reading modules were developed. There were five reading modules. Each module consisted of two reading passages discussing one topic and concentrating on a specific reading skill. The study adopted the quasi experimental design using two groups: the experimental group which used the proposed constructivism-based reading modules and the control group. Instruments of the current study included a reading skills questionnaire for determining the reading skills necessary for EFL preparatory school students at Mansoura College Language School and a pre-post reading skills test for assessing students ’reading skills before and after using the constructivism-based reading modules. Results of the study indicated that there were statistically significant differences between the mean scores of the experimental group and the control group in the post administration of the reading skills test in favor of the experimental group .Moreover, there were statistically significant differences between the mean scores of the experimental group students on the pre- and post-administrations of the reading skills test in favor of the post one. Consequently, the constructivism-based reading modules proved to be effective in developing students’ reading skills.