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|b Language skills have received a great attention among language researchers, especially reading and writing skills for their importance in learning languages. A child learns how to speak, listen, read, or even how to spell words in order to express what s/he knows or wants to know. Expressing one’s ideas also includes other cognitive aspects that is acquired from reading, such as cognitive awareness, culturing, and generating ideas. When it comes to writing, linguistic fluency and the ability to compose, arrange, and structure paragraphs increases. Composition is one of the most important and popular linguistic activities which comes at the center of effective communications among people and communities. It is also one of teaching and learning tools and a targeted purpose from learning languages. Therefore, lacking the composition skills may results in underachievement among language learners that consequently might lead them to lacking self-confidence and the delay of their intellectual and social development. Hence, the researcher made field visits to adult education learners (one classroom system) at Adult Education Administration, Al-Bahariya Oasis, aged from 18 to 55 years. The results of the field visits revealed a shortage in their reading and writing skills. Therefore, the present study tries to develop such skills among those kind of learners. Statement of the Problem The problem of the study could be stated that curricula and courses of adult education lacks the needed reading and writing skills among those learners who could not learn at childhood, as well as, they are indeed need these skills to keep pace with their communities and to achieve their own goals using Arabic language. Hence, the present study sought to answer the following main question: What is the effectiveness of a program based on life activities in developing some reading and writing skills among adult education learners? Consequently, the following sub-question were raised: 1-What are the reading skills needed for adult education learners? 2-What is the effectiveness of a program based on life activities in developing some reading skills among adult education learners? 3- What are the anticipated differences between male and female adult education learners in reading and writing skills? Hypotheses of the study: Delimitations of the Study This study is delimited to the following: -A sample among adult education learners (one classroom system) at Adult Education Administration, Al-Bahariyya Oasis, aged from 18 to 55 years. -Some life activities that include summarizing stories, reading signs, writing diaries and thank-you cards, writing others’ diaries, writing some personal experiences, reading life stories, role playing activities. -Some reading skills for adult education learners that include recognizing, understanding and pronouncing skills, such as identifying new words, abstracting letters, paraphrasing new words using abstracted letters, recognizing sentences, analyzing words, easily reading a text from right to left, recognizing the alphabet in different situations (sounds and orthographic), recognizing similarities and differences between letters and words, understanding the meaning of words, sentences and paragraphs, linking the ideas and experiences of the learners and judging their cultural implications and uses, extracting ideas from reading texts, correctly pronouncing letters via loud and silent reading). -Some writing skills for adult education learners that include using words in complete sentences, completing a sentence, ordering a scrambled story events, writing about pictures, writing sentences about life events, writing letters correctly, remembering the spelling of words. -Arabic syllabus designed by the General Authority for Adult Education (I learn I illuminate series), the revised edition, 2013 (9 months study system). Tools of the study: 1. A list of reading and writing skills. 2. A test of reading and writing skills. a. research. Results of the Study 1. There is a statistically significant difference at 0-05 level in the weighted rank averages and their sum between the experimental group leaners and those of the control group among adult education learners in the posttest of reading and writing skills test in favor of the experimental group learners. 2. There is a statistically significant difference at 0-05 level in the weighted rank averages and their sum between the experimental group learners in the pre and posttest of reading and writing skills test in favor of the posttest scores. 3. There is a statistically significant difference at 0-05 level in the weighted rank averages and their sum between the experimental group male and female learners in the posttest of reading and writing skills test. 4. There is a statistically significant difference at 0-05 level in the weighted rank averages and their sum between the experimental and control groups of adult education learners in the posttest of reading and writing skills observation checklist in favor of the experimental group learners. 5. There is a statistically significant difference at 0-05 level in the weighted rank averages and their sum between the experimental group male and female learners in the posttest of reading and writing skills observation checklist. 6. There is a statistically significant difference at 0-05 level in the weighted rank averages and their sum between the experimental group learners in the pre and posttest of reading and writing skills observation checklist in favor of the posttest scores.
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