The study aimed to investigate the effect of child literature based integrative instructional program on promoting 7th graders writing skills at Irbid governorate in Jordan. The sample of the study totaled (87) male and female students selected purposefully. These were randomly assigned into four groups, two experimental groups, the first was males (N = 24) and the second was females (N = 22), and was taught using integrative approach, and two control groups, the first was males (19) and the second was females (22) was taught using the conventional method. To examine the effectiveness of the child literature based integrative instruction, a semi-experimental pre-posttest design was used. For data analysis, means scores, standard deviation and multiple one-way ANOVA were calculated. The results of the study showed statistically significant differences in the means scores of writing skill posttest, in favor of the experimental group. The study found statistically significant differences in the effect of using the integrative method in teaching children literature to develop writhing skill among seventh grade students due to gender, in favor of females. In light of the results some recommendations were provided.