Exploring Reading & Writing Relationships in Grade Five
DOI:
https://doi.org/10.17722/jell.v3i2.48Keywords:
Reading-Writing Relationships, Extensive Reading, Writing PracticeAbstract
The study investigated the relationship between reading and writing with Grade Five learners. The objective of the study was to investigate whether extensive reading and practice in writing enhance learners’ reading and writing skills. The sample for the study consisted of eighty Grade Five learners at a school in an informal settlement in Windhoek. The methods used were questionnaire and case study surveys, and a quasi-experiment. A questionnaire survey and a pre-test administered to both groups were followed by intervention. Qualitative data were gathered means of a case study, while quantitative data were gathered by means of the pre-rest post-test experiment. Analysis of the post-test results indicated that the sessions of pleasure reading and practice in writing improved reading and writing scores for the experimental group. Also, the survey data gained from the experimental group indicated an increase in enjoyment of, interest in, and a positive attitude towards reading.
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