The Effectiveness Of A Teaching Model Based On The Semiotics Theory To Develop the Intertextual Reading Skills For Students Of The Faculty of Education, Arabic Department. Abstract : This study aimed to develop the Intertextual Reading Skills for the fourth-year students, Arabic Department, at the Faculty of Education, Zagazig University. Those skills needed for them to study and analyze literary texts. The study sample consisted of (35) fourth year students, General Arabic Department, which represented the research group that studied using the teaching model based on the Semiotics Theory. The research problem was that there was obvious weakness and deficiency among the fourth-year students, Arabic Department, in Intertextual reading skills needed for them to analyze the literary texts they studied in different literary times. Those skills were revealed by the researcher's exploratory study and the results of previous relevant research and studies emphasized its importance. The research has been based on preparing a list of intertextual reading skills for the fourth-year students, General Arabic Department, at the Faculty of Education and a test of intertextual reading skills that they are studying to measure those skills. The results of the study showed that there was a statistically significant difference at the level of (0.01) between the mean score of the experimental group in the pre and post-administration of the Intertextual Reading skills test as a whole, in favor of the post-administration and there were statistically significant differences at the level of (0.01) between the mean scores of the experimental group in the pre and post-administration of the intertextual reading skills test in each sub-skill separately in favor of the post-administration, which indicates the effectiveness of the teaching model based on the semiotics theory to develop the intertextual reading skills for the research group. Keywords : Semiotics Theory - Intertextual Reading - Students Of The Faculty of Education - Arabic Department. ـــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــ