Exploring Reading & Writing Relationships in Grade Five

Authors

  • Christina Ethel Olivier Department of Communication and Study Skills in English,Language Center, University of Namibia
  • Liswani Simasiku Department of Communication and Study Skills in English, Language Center, University of Namibia

DOI:

https://doi.org/10.17722/jell.v3i2.48

Keywords:

Reading-Writing Relationships, Extensive Reading, Writing Practice

Abstract

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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Published

2015-04-30

How to Cite

Olivier, C. E. and Simasiku, L. (2015) “Exploring Reading & Writing Relationships in Grade Five”, Journal of English Language and Literature (ISSN: 2368-2132), 3(2), pp. 246–252. doi: 10.17722/jell.v3i2.48.