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The present study aimed at investigating the effectiveness of a Personalized Learning Model in developing intensive English reading skills. The quasi- experimental design was used. The participants were a sample of (57) second year preparatory stage pupils at Fatima Al-Zahraa Governmental Language School at Port Said. The researcher selected two classes; the first class of (29) learners as an experimental group and the second one of (28) learners as a control group. An intensive English reading skills questionnaire was prepared by the researcher to identify the different levels of importance of some intensive English reading skills necessary for the second year preparatory stage pupils . An intensive English reading skills test was designed by the researcher to be used as an instrument to assess the pupils' progress in intensive English reading skills. The experiment was applied during the first term of the academic year 2019/2020. The data obtained from the study has been analyzed statistically by SPSS program. Research results revealed significant differences between the post-test mean scores of the experimental and control groups in the intensive English reading skills in favor of the experimental group.

It is often known that in the process of learning a language students start with a receptive understanding of the new terms. Afterwards, they move to productive use such as building reading skills that can contribute to developing writing competence. This research paper aims at exploring learners' attitudes towards reading and writing skills. Another significant purpose of this research paper is to investigate the major problems that encounter second-year students during their reading and writing production. To achieve those objectives both qualitative and quantitative approaches have been used to survey this work. The researchers relied on two research instruments in this study. The results obtained display that reading has a great impact on writing. Learners are aware of the significance of extensive and intensive reading in developing their writing competence.

The present paper is pertinent to examine the long-term impact of short stories as an extrinsic reward in an intensive reading environment on learners' intrinsic motivation, as assessed by indicators of self-reported interest. A total sample of 91 LMD students enrolled in the second year, at the Department of Letters and English Language-University of Constantine1-was allocated to two experimental conditions, namely the no-reward and reward condition. The major findings substantiated that there was a statistically significant difference between the two experimental conditions, indicating that short stories were good incentive to enhance adult students' intrinsic motivation in intensive reading activities.

هدفت هذه الدراسة \"تضمين القراءة الموسعة في برمج تعليم اللغة لعربية لغة ثانية\" إلى توضيح ضرورة تضمين القراءة الموسعة في تعليم اللغة العربية وتعلمها، وذلك من خلال الإجابة عن سؤالي الدراسة الرئيسين: ما القراءة الموسعة وما سمات برنامج القراءة الموسعة الناجح؟ حيث عرضت مبادئ القراءة الموسعة على المعلمين والمعلمات. وأما السؤال الثاني فهو ما مجالات القراءة الموسعة التي يرغب فيها متعلمو اللغة العربية؟ وما تبع ذلك من أسئلة منبثقة من السؤال الثاني، وللإجابة عن هذين السؤالين تم بناء استبانتين؛ استبانة مبادئ القراءة الموسعة، واستبانة عادات الطلاب في القراءة الموسعة، وحكمت الاستبانتان، وتم التأكد من صدقهما، ثم طبقتا على عينة الدراسة؛ (111) معلما ومعلمة، و(170) طالبا وطالبة. وأسفرت نتائج الاستبانة الأولى عن أن مفهوم القراءة الموسعة يحتاج إلى استجلاء لدى المعلمين والمعلمات. كما أبانت نتائج الاستبانة الثانية أن دور المعلمين في توجيه القراءة الموسعة يحتاج إلى تكوين. وخرجت الدراسة ببعض التوصيات والمقترحات.

هدف البحث الحالي إلى تعرف مهارات الكتابة الإقناعية اللازمة لدى تلاميذ الصف الثاني الإعدادي، والتعرف على مظاهر قلق الكتابة عند تلاميذ الصف الثاني الإعدادي، والتعرف على فاعلية البرنامج القائم على القراءة المكثفة لتنمية مهارات الكتابة الاقناعية وخفض قلق الكتابة لدى تلاميذ الصف الثاني الإعدادي. واستخدم البحث المنهج الوصفي، والمنهج شبه التجريبي، وأعدت الباحثة قائمة بمهارات الكتابة الإقناعية، وقائمة بمظاهر قلق الكتابة، واختبار مهارات الكتابة الإقناعية، ومقياس قلق الكتابة، والبرنامج المقترح. وتكونت مجموعتا البحث من 60 تلميذاً من تلاميذ الصف الثاني الإعدادي، 30 تلميذاً للمجموعة الضابطة، و٣٠ تلميذاً للمجموعة التجريبية. وأظهرت النتائج وجود فاعلية للبرنامج القائم على القراءة المكثفة في تنمية مهارات الكتابة الإقناعية، وخفض قلق الكتابة لدى تلاميذ المجموعة التجريبية. وفي ضوء النتائج التي توصل إليها البحث، أوصت الباحثة بالاهتمام بتنمية مهارات الكتابة الإقناعية لدى التلاميذ، من خلال استخدام البرامج التدريسية القائمة على القراءة المكثفة، بما تحتوي عليه من استراتيجيات متعددة وأنشطة متنوعة.

Reading comprehension has several levels. Each level includes a group of skills that can be divided into levels. These levels are: Deductive Comprehension Level, Critical Comprehension Level, Taste Comprehension Level and Creative Comprehension Level. This study is concerned with developing the skills of these high levels through a combination strategy based on Extensive and intensive reading to develop reading comprehension levels for preparatory stage female students in Iraq. This strategy is based on four pillars: a- The students should take responsibility to choose what text to read, study and analyze, aiming to enable them to reach the required reading comprehension levels. b- The students should choose the books they prefer to read without imposing texts or books on them. c- When choosing books the students should read, many criteria should be relied on to seek guidance on the selection. Some of these criteria are: chosen books' compliance with society values, variety of topics, commitment to a minimum number of books to read, commitment to a minimum number of pages per book to read, as well as being an interesting, easy, short and diverse book. d- Using modern assessment methods to assess the students' comprehension of the text they have read. In this regard, the students should prepare written reports about the texts they have read. Also, teacher-students and students-colleagues meetings should be held to discuss the read texts. Therefore, the assessment method used here is different from the conventional method which is written exams. The study problem has been determined as weakness of reading comprehension skills among preparatory stage female students, lack of modern strategies to develop these skills; such as a combination strategy based on Extensive and intensive reading. In order to solve this problem, the study has answered the following questions: 1. What are the suitable reading comprehension levels and skills for preparatory stage female students in Iraq? 2. What are the bases of constructing a combination strategy based on Extensive and intensive reading to develop reading comprehension levels among preparatory stage female students in Iraq? 3. What is the combination strategy based on Extensive and intensive reading to develop reading comprehension levels among preparatory stage female students in Iraq? 4. How effective is the new teaching strategy? 5 How strong is the impact of the combination strategy based on Extensive and intensive reading on developing reading comprehension skills and levels in Arabic language among preparatory stage female students in Iraq for the experimental and the control groups in the test performed after the implementation on one hand, and in the experimental group in the tests performed before and after the implementation on the other hand? In order to reach answers for the above subsidiary questions, this study followed some steps as follows: 1- Determining the suitable reading comprehension levels and skills for preparatory stage female students in Iraq, making a list of these levels and skills, demonstrating them to a group of judges to determine their relative weights and reach their final forms, and formulating the reading comprehension skills test for preparatory stage female students in light of this list. 2- Determining combination strategy steps and procedures based on Extensive and intensive reading to develop reading comprehension levels for preparatory stage female students in Iraq, and constructing a list of these steps. 3- Determining bases for constructing a combination strategy based on Extensive and intensive reading to develop reading comprehension levels among preparatory stage female students in Iraq. 4- Constructing the combination strategy based on Extensive and intensive reading to develop reading comprehension levels among preparatory stage female students in Iraq, including strategy objectives, its content, activities, educational and assessment methods. 5- Measuring the effectiveness of the combination strategy based on Extensive and intensive reading to develop reading comprehension levels among preparatory stage female students. Some of the most important conclusions reached by the study: The effectiveness of the combination strategy based on Extensive and intensive reading to develop reading comprehension four levels as a whole among preparatory stage students is proven. The results have shown statistical variances of between the averages of students grades in the experimental and the control groups in the tests performed after the implementation on one hand, and between the experimental group in the tests performed before and after the implementation on the other hand, in favor of the after-implementation measure.\"