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Assessing the Impact of Reading-to-Writing Strategy Instruction on Narrative Writing Proficiency of Students at Elementary Level


The present study examines the effectiveness of the reading-to-writing strategy on narrative writing proficiency in elementary students. Narrative writing is an important skill of rhetorical literacy that lies at the heart of language literacy teaching and learning. Narrative writing is highly valued due to its relevance to literacy development and speaking and writing contexts. Hence, from the theoretical points of view of literacy acquisition and instructional strategies, a quasi-experimental study is adopted and conducted at an elementary level, involving a control group and an experimental group of young students. The study was conducted in Government Girls High Schools Sherazi located in D. I. Khan. A sample of 60 girls was selected from 8th grade through a simple random sampling method based on a pretest score. A reading-to-writing strategy is delivered to students in the experimental group whereby they are explicitly required to incorporate reading comprehension strategies into their narratives. This study employs pretest-posttest measures and includes both qualitative and quantitative research techniques. It also focuses on the students’ attitudes and perceptions of narrative writing captured in surveys and interviews. The study concluded that reading-writing approaches that promote thinking and expression to foster a student-centered atmosphere, students are more likely to convey their views in their writing.


Writing, , Intervention, , Development, , Narrative, , Low-Proficiency


Author Biography

Sobia Tabassum

Phil English Researcher, Department of Linguistics & Literature, Qurtuba University of Science and Information Technology, D. I. Khan, KP, Pakistan

Muhammad Ajmal

Associate Professor, Department of English Language and Literature, The Shaikh Ayaz University Shikarpur, Sindh, Pakistan


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