This study aimed to build a teaching model based on contextual theory and to measure its effectiveness on developing explanatory reading and appreciatory reading skills of the non- native students of Arabic language. The problem of the present study was about the weakness of explanatory reading andappreciatory reading skills of the non- native students of Arabic language in the advanced level, and the lack of the teaching models based on modern theories for developing these skills such as contextual theory. This study followed a set of steps to solve this problem. The most important one was building two lists; one of them was of explanatory reading skills and the other was of appreciatory reading skills that were suitable to the non- native students of Arabic language in the advanced level .Another step was defining the bases of building a teaching model based on contextual theory and its building steps represented in: identifying its aims, the content meant to be taught, the teaching model steps, procedures, activities, used media, assessment and building teacher's guide for using it. Another step was measuring its effectiveness on developing explanatory reading and appreciatory reading skills of the non- native students of Arabic language in the advanced level. This was done through building two tests, one of them was for explanatory reading skills and the other was for appreciatory reading skills and controlling them. Then, a group of non- native students of Arabic language in the advanced level was chosen for the purpose of applying the two pre-tests, applying the teaching model based on contextual theory to this group and then reapplying the two post-tests to the same group. The study reached a set of results. The most important one was the effectiveness of the teaching model based on contextual theory on developing explanatory reading and appreciatory reading skills of the study participants of the non-native students of Arabic language in the advanced reading.
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