Connecting reading and writing through whole language activities: A strategy for achieving literacy for national development
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Date
2009-12
Authors
Adeosun, A.O
Maduekwe, A.N
Journal Title
Journal ISSN
Volume Title
Publisher
University of Swaziland
Abstract
An empirical paper with focus on the development of communication and literacy skills of second language learners of English by connecting reading and writing in a whole language context. The study was concerned with the persistent decline in the literacy level of school children despite the several measures taken to improve the situation. Using a pre-test post-test control group quasi-experimental designs, students were exposed to some treatments in composition and comprehension lessons drawn from the Junior Secondary school integrated English curriculum and delivered through a host of whole-language strategies such as reading-writing conferences, author’s circles, grouping composing, Schema stories and folktales. The findings confirmed the study’s initial position that with effective learner-centred strategies, students can be better motivated to read and write effectively, especially if such is supported by the students’ home environment.
Description
Scholarly article
Keywords
Reading, Writing, Literacy, English as Second Language, Whole language, learner-centredness
Citation
Adeosun, A.O. & Maduekwe, A.N. (2009). Connecting reading and writing through whole language activities: A strategy for achieving literacy for national development. LWATI: A Journal of Contemporary Research. Vol. 6(2) December 2009. Swaziland: University of Swaziland; pp. 72-83. DOI:10.4314/LWATI.V6I2.46557