Emerald B. Santillana (Author)

Abstract

This quasi-experimental study examined the effect of the Read-to-Write Approach on the writing skills of Grade 7 learners during the 2024–2025 academic year. Sixty students participated in the study, with 30 assigned to the experimental group and 30 to the control group. Using pretest and posttest assessments, findings revealed no significant difference in writing proficiency between the two groups before the intervention. However, posttest results showed a significant improvement in the experimental group, which advanced from a low to a moderate level of writing performance and outperformed the control group. A large effect size (Cohen’s d = 1.19) confirmed the strong impact of the Read-to-Write Approach. The results indicate that integrating reading into writing instruction enhances students’ ability to develop coherence, organize ideas, and apply appropriate writing conventions. This study affirms the effectiveness of the Read-to-Write Approach as a practical instructional strategy for improving writing proficiency in English language classrooms.

Keywords: Read-to-Write Approach, writing skills, english instruction, reading integration, writing instructional strategy

DOI: http://doi.org/10.69651/PIJHSS0403401

Recommended citation:

Santillana, E. B. (2025). Effect of Read-to-Write Approach on the writing skills of Grade 7 learners. Pantao (The International Journal of the Humanities and Social Sciences) 4 (3), 4327-4335. http://doi.org/10.69651/PIJHSS0403401

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