EFFECTIVENESS OF READING-TO-WRITING INSTRUCTIONAL APPROACH IN DEVELOPING NARRATIVE WRITING SKILLS AMONG ELEMENTARY SCHOOL STUDENTS

Abstract

This study investigates the effectiveness of the Reading-to-Writing instructional approach in developing narrative writing skills among 6th-grade students. The Reading-to-Writing approach integrates reading and writing, enabling learners to acquire vocabulary, sentence structures, and text organization through exposure to narrative texts. Writing is often a challenging task for students, particularly when instruction emphasizes memorization over skill development. At the secondary level, students are better positioned to benefit from instructional strategies that foster creativity and self-expression in writing. The objectives of the study were to (i) o evaluate the impact of reading-to-writing strategy instructional approach on the narrative skills of 6th-grade learners (ii) to find out the impact of reading to writing strategy in language skills (clarity,, mechanics and sentence structure) in narrative writing of learners The research was conducted at Horizon Science School D.I. Khan, involving sixty (60) students of grade 6th selected through simple random sampling based on pretest scores. Participants were equally divided into experimental and control groups. The experimental group received instruction using the Reading-to-Writing approach, while the control group was taught through conventional methods over a period of six weeks (36 sessions). Pretest and posttest instruments were developed from 6th-grade English textbooks and assessed using analytical rubrics. Data were analyzed using paired and independent sample t-tests. The findings revealed significant improvements in the narrative writing abilities of students in the experimental group. The study concludes that the Reading-to-Writing approach enhances creativity, clarity, sentence structure, and language mechanics. It is recommended that teachers may adopt this instructional approach in English language classrooms to improve students’ narrative writing proficiency.