الفهرس 
The problem of the study
IntroductionOnly 14 pages are availabe for public view
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Abstract
The status quo of teaching EFL, reading comprehension topics in the preparatory stage in Egypt is not efficient. This is clear in the absence of using rereading activities in most reading comprehension lessons. If this step is found, it takes only the form of a brief discussion by the teacher. Also, reading comprehension tests do not measure the different skills of EFL reading comprehension, but only the scanning skill. As a result of the present status, the level of students’ reading comprehension is low. This was confirmed by the preliminary test applied on 100 second year preparatory stage students. A treatment was conducted for developing EFL reading comprehension by using mother-tongue-based texts as a prereading activity for developing students’ background knowledge. A checklist of EFL reading comprehension skills was prepared. It consisted of the three main skills of EFL reading comprehension ; vocabulary recognition skill, ideas and details recognition skill, and inference skill, and their different subs kills. An EFL reading comprehension test was built to be used as a pre/posttest. It was based on the checklist of EFL reading comprehension skills. A diagnostic test was administrated on 92-second year preparatory stage students. Its results confirmed the first hypothesis, i.e. the prereading activities prescribed in the Teacher’s Guide did not help students acquire reading comprehension skills and students’ reading comprehension level was low. The researcher administrated the test on both the experimental and the control groups. Then she applied the treatment on the experimental group, while the control group studied the same course through the usual method. Each group consisted of 48 female students at the second year of the preparatory stage. At the end of the experiment, the students of the two groups sat again for the EFL reading comprehension test. Results showed that statistically significant differences were in favor of the experimental group students in reading comprehension and in all its main skills its main skills in the post application of the test. It was recommended to pay more attention to developing background knowledge by using different activities. The test of EFL reading comprehension should measure all the skills of reading comprehension. Also, the mother tongue should be regarded as an important factor with great effects on EFL learning.