الفهرس 
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Abstract
The present study aimed at investigating the effectiveness of using a task-based program to improve second year preparatory stage students’ English reading comprehension skills. The participants were 60 students from among second year preparatory stage who were randomly chosen and divided into two groups: a control group (n=30) and an experimental group (n=30). The students of the experimental group were taught the task-based program whereas those of the control group studied the same content through the traditional method. The study employed the quasi- experimental design of two groups which were tested before and after the treatment to verify the effectiveness of the task-based program. The instrument of the study was a reading comprehension pre-posttest. The results showed that the students of the experimental group performed much better on the post testing. The program was thus proved to be effective in improving their reading comprehension skills.
Key words: Reading comprehension skills, Task-based strategy, Preparatory stage students.