Reading to Write: A Strategy for Improving the Writing Performance of Students of English Language: A Case Study of Ogba/Egbema/Ndoni Local Government Area of Rivers State

Anthony Ugboja, Rosemary Eze Ifunanya, Moses Offor


This study focuses on Reading to Write as a strategy for improving the writing performance of students of English language in Ogba/Egbema/Ndoni Local Government Area of Rivers State. An intact class was used to investigate reading to write as a way of improving the writing performance of secondary school students. The research focused on a single class, that is, the entire population of the students in SS 2, which is made up of 56 students. This research work has adopted the transactional theory of writing and reading as the theoretical framework. Two types of questionnaires were used because of pre-test and post-test, study four essay topics were used to test the students initial competent in writing skills before we started  the training through reading to improve writing. Simple percentage was used for the pre-test and post-test study. Mean and Standard Deviation was used to analyze the student’s achievement test for both pretest and posttest while ANCOVA was used to test the hypothesis at 0.5 level of significant.

From the result from pre-test and post-test, it is crystal clear that reading to write as a strategy can help to improve writing performance of the students and majority of the students has confirmed that this method should be apply in their class room in other to improve their writing skills. Recommendations are also provided.Key 

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Copyright (c) 2018 English Linguistics Research

English Linguistics Research
ISSN 1927-6028 (Print)   ISSN 1927-6036 (Online)

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