IMPACT OF READING-TO-WRITING INSTRUCTIONAL APPROACH ON STUDENTS’ NARRATIVE WRITING SKILLS

Abstract

 The present research focuses on the impact of reading-to-writing instructional approach on the students’ narrative writing at secondary school level. The study was experimental in nature. Pretest Posttest Design was applied. The study was conducted 10^th grade students of Government Girls High School Paharpur, DIKhan.  The students of 10^th grade were divided in to two groups on the basis of pretest and posttest i:e Control group contained 30 students who received tradition way of teaching and experimental group comprised of 30 students who received reading-to-writing instructional approach. Independent sample t-test was used after posttest result. The result of the study indicates that narrative writing skills of the students enhanced who received reading-to-writing instructional approach as compared to traditional way teaching method.