الملخص الإنجليزي
The research aimed to investigate to what extent cycle one basic education pupils can acquire the necessary writing composition's skills with regard to the differences of gender. This was to be done through the answer to the following two questions: First is 'To what extent are cycle one basic education's pupils master the necessary writing composition's skills?' The other is 'Is the mastering of the necessary writing composition's skills among cycle one basic education's children different from one gender to another?' The study's society consisted of pupils of grade 4 at basic education in government schools in Muscat region, during the school year 2005-2006. The sample of the study was composed of 335 pupils, boys and girls. To answer the questions of the research, the researcher adopted the list of the writing composition's skills of Himdan Nasr (1995) together with the test he prepared to measure such skills. Also, the researcher submitted them to a group of jury members to establish their validity. The test was also validated via trying it by an observation experiment. The coefficient of confirmation reached 94% and the study reached the following results: There are statistically significant differences at standard of, 05 among the average of the competences of the pupils on the writing compositions skills as a whole and the competences of the pupils of the three classes. In comparison with the level of ability of 80 %, the extent to which pupils acquire the necessary composition's skills is far below the mastery level of 80%. Generally, the average of the pupils in the skills is 45,23. The average of the pupils' grades was respectively as follows: Grade 2 +58,68 Grade 3 → 45,79 Grade 4 → 31,23 According to what appeared formerly, I found that there are statistically significant differences between boys' mastery level and girls' mastery level in favour of the girls. Therefore, I made a number of recommendations. First, the writing composition's curriculum for cycle one grades should be reviewed and reformed. Second, cycle one pupils need a lot of trainings on the writing composition's skills. Third, young learners' weaknesses need to be identified and dealt well. Finally, cycle one teachers should be trained on how to teach such skills well. As for recommendations for further research, teachers' mastery of such skills need to be investigated. In addition, further studies of other aspects of these skills need to be conducted.
