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Abstract Preparatory school pupils have many problems especially in reading skills. This deficiency may be due to insufficiency of these skills in the current curriculum, shortcomings in the currently used teaching methods or lack and/or inappropriateness of teaching aids. To specify some critical problem facing EFL preparatory graders the researcher conducted a pilot study which revealed that they do not master reading skills. Thus, the need for an effective way of developing students’ performance in EFL reading skills and come with a new and creative technique to overcome this issue becomes a very necessary demand. That is why the current research attempted to investigate the effectiveness of using generative learning model in developing second-year preparatory pupils’ EFL reading skills. This research aimed at developing second-year preparatory pupils’ EFL reading skills by using GLM. Participants of the study were (N=68) second year preparatory pupils from Alshahid Mahmoud Elsayed prep school, Elbagour, Menoufia governorate. They were divided into two groups, experimental and control groups. The experimental group received reading skills through generative learning model guide, while the control group received regular instruction. The researcher designed a teacher’s guide on generative learning model suitable for the preparatory stage. In addition, an EFL reading skills checklist, and a reading skills Pre-Posttest. The data obtained were statistically analyzed. Findings revealed that using generative learning model was effective in developing second-year preparatory pupils’ EFL reading skills. Conclusions The findings of this research revealed that using GLM in learning EFL reading developed pupils’ EFL reading comprehension skills. The participants scores outperformed in the post compared to the pre administration of the EFL Reading Comprehension Test as a whole and its parts. The participants felt satisfied with using GLM in learning EFL reading. It was concluded that using GLM helped participants achieve better performance and progress in EFL reading classes as it enabled them to be aware of, practice, and use a variety of cognitive and metacognitive strategies to read different types of reading texts. Learning EFL reading via GLM helped them be good comprehenders. They were given the chance to deeply engage their minds during reading and fix up reading comprehension problems. Their purpose of reading changed into reading between the lines and beyond them. As a result, the participants were satisfied with using that proposed model in their learning experience. Taking into account that both the experimental and control groups were homogeneous in the level of reading skills in the pre-test results, therefore, any difference that occurred between the two groups in the post-test after the administration of the generative learning model could be attributed to the use of the generative learning model. The researcher found that the generative learning model had a large effect size on developing EFL preparatory stage pupils’ reading skills, analyzing the generative learning model guide presented to the experiment of the current study the following conclusions appeared: 1. This study indicated that the pupils’ reactions to their participation in the generative learning model sessions were positive in several areas. Most of them revealed that the best point about participating was being able to practice reading skills through working in groups and that the group arrangements had made them study harder, that they learned new things about the reading skills. 2. Generative learning model guide represented an opportunity for pupils to practice reading skills and actively engage in the guide steps abundantly and hence develop their reading skills. In conclusion, helping pupils overcome the weakness of the reading skills using generative learning model, hence, it could be concluded that: the Generative learning model is effective in developing EFL preparatory stage pupils’ reading skills. Recommendations Based on the research findings, the following recommendations can be offered: 1. EFL reading skills should be given more attention in our EFL classes; more time and efforts should be exerted to develop the main skill and its sub-skills. 2. Students should be offered the opportunity to participate in the activities which help in developing EFL reading skills. 3. GLM provided in the current study can be adopted for teaching EFL reading skills to pupils at the preparatory stage and other stages taking into consideration students’ age, interests, and linguistic proficiency levels. 4. GLM might offer a lot of options which can be used not only to make teaching interesting but also to make teaching more effective and productive in terms of student’ improvement. 5. Teachers should help create good social climate in their EFL classrooms. group work motivates students internally and encourages them to share communication easily. 6. Teachers should encourage students to attribute their good and weak comprehension and or achievement in English and other subjects to their efforts, and to teach them certain strategies of perceiving their roles and responsibility of learning. 7. Teachers should think of text printed questions, specific objectives given in advance and their verbal praise as good techniques of directing students’ attention to important items of instruction. 8. Teachers should work from the very beginning on changing students’ perceptions of comprehension from one of memorizing information to one of understanding by relating information presented in class to their experiences and knowledge base. 9. Teachers should not think of the additional efforts exerted at the beginning of implementing the generative teaching method because this effort would diminish drastically upon the repetitious use of the instructional plans, and these plans can be re-used in subsequent offerings and reading classes. Suggestions for further research The research offers the following suggestions for further research: 1. The effectiveness of using GLM in developing EFL, reading skill among primary school pupils. 2. The effectiveness of using GLM in developing EFL writing skill among preparatory school pupils. 3. The effect of GLM on expanding vocabulary among preparatory school pupils. 4. Using GLM to teach grammar to preparatory school pupils. 5. Investigating the effectiveness of GLM in developing lingual skills, attitude towards EFL and thinking skills for secondary stage students. |