الفهرس 
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Abstract
The present study aimed at investigating the effect of using Text Structure Strategy (TSS) on enhancing 2nd year EFL preparatory stage pupils’ reading comprehension skills and their attitude. The targeted reading comprehension sub- skills were understanding, text attack skills, searching, inference, prediction, problem solving. The participants of the study were eighty 2nd year preparatory pupils drawn from “Kolongile School for Basic Education” in Mansoura city. They were divided into two groups: an experimental group, which received the TSS treatment, and a control group, which received the regular method of teaching. Each group consisted of forty (N= 40) pupils. The study adopted the quasi-experimental design. Three instruments were used: a) A Reading Comprehension Skills questionnaire to determine the most suitable reading comprehension skills for second year preparatory pupils, b) A Reading Comprehension Skills test used as a pre-post, and c) An Attitude Scale to measure the pupils’ attitudes towards reading. Results indicated that Text Structure Strategy (TSS) helped participants enhance their EFL reading comprehension skills and their attitude towards reading. Recommendations included using Text Structure Strategy (TSS) and Attitude towards reading as a framework for enhancing Reading Comprehension Skills with preparatory stage pupils. It was also suggested that further research should be conducted related to using Text Structure Strategy (TSS) and Attitude on developing secondary stage students’ Reading Comprehension Skills.