Improving Narrative Writing Skills through Reading-to-Writing Strategy Instruction: An Experimental Study

Abstract

The current experimental study aims at exploring the usefulness of teaching reading-to-writing strategies in promoting narrative writing ability among middle school learners. The study was done in Shikarpur district and used 60 students randomly selected into experimental and control groups. Both groups got the regular writing instruction, whereas only the experimental group was instructed on the basis of a structured reading-to-writing method. The pretest and posttest design was used to measure the clarity, mechanics, and structure of narrative writing. Statistically significant positive change in the experimental group was obtained in comparison with the control group, and the effect was observed on all components measured. The results have indicated that reading strategies can be successfully incorporated in writing instruction in order to develop narrative writing skills of the students. This paper supports the pedagogical usefulness of reading-to-writing strategies in language classrooms, especially those that are under-resourced in education settings.