الفهرس 
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Abstract
The present study aimed at investigating the effect of using fishbowl strategy to develop the preparatory stage students’ EFL reading comprehension skills. To achieve this aim, two instruments were designed: a reading comprehension skills checklist, and a pre-post reading comprehension skills test. A quasi-experimental approach using two groups design was adopted. Participants of the study were sixty students, at Bellamon and Al-Azzawi Preparatory/Secondary Al-Azhar Institutes for Girls, Sinblaween, Al-Dakahlia. The participants were randomly assigned to two intact groups; one was experimental and the other was control. Each group included thirty participants. The instruments were used: (1) Reading comprehension skills checklist to identify the reading comprehension skills necessary for preparatory stage students e; and (2) Reading comprehension skills tests. The results indicated that there was a significant difference between the mean scores of the experimental group and the control group on the post administration of the reading comprehension test in favor of the experimental group. In addition, there was a significant difference between the mean scores of the experimental group on the pre and post administrations of the reading comprehension test in favor of the post-administration. The study recommended using fishbowl strategy through short stories, emails and reports in teaching reading comprehension skills and other language skills.