Exploring Effective Pedagogical Strategies to Improve Writing Comprehension Skills among Class VI Students of Assam: An Action Research Study

Journal of Research in Innovative Volume:3 Issue:12 Year:2025 Teaching and Inclusive Learning ISSN:3030-3036|http://journals.proindex.uz 115 Exploring Effective Pedagogical Strategies to Improve Writing Comprehension Skills among Class VI Students of Assam: An Action Research Study Dr. Rajinder Singh Associate Professor, Department of Education, Central University of Himachal Pradesh, Dharamshala (HP) Ms. Pratiksha Kashyap Sharma Assistant Professor, Department of Education, Arunachal Pradesh University, Pasighat, Arunachal Pradesh Abstract: In today’s dynamic educational landscape, writing comprehension skills play a vital role in fostering academic achievement, effective communication, and critical thinking. Despite their importance, many middle school students continue to struggle with comprehending and expressing written texts. This study sought to explore effective pedagogical strategies for improving writing comprehension among Class VI students in Assam. Employing a descriptive survey and action research design, the study was conducted on 25 students of St. Mary’s School. Data were collected through preand post-assessment tests, supported by interventions that included phonics instruction, vocabulary development, graphic organizers, annotation, summarization, peer review, and process writing activities over a 14-day instructional plan. The pre-test results indicated lower levels of writing comprehension, with a mean score of 10.36. Following the implementation of targeted strategies, the post-test mean improved to 18.52, demonstrating significant progress. Findings suggest that diverse strategies such as the use of context clues, inference-making, vocabulary enrichment, summarization, and peer-based learning substantially enhanced students’ ability to interpret, analyze, and express written content. The study concludes that engaging, student-centered, and strategy-driven instruction fosters meaningful improvement in writing comprehension skills among middle school learners. These insights provide valuable implications for teachers, curriculum developers, and educational practitioners seeking to strengthen literacy skills at the foundational level. Keywords: Writing comprehension, Pedagogical strategies, Action research, Middle school. INTRODUCTION: In today's rapidly evolving educational landscape, it is essential to equip students with strong writing comprehension skills. These skills are not only crucial for academic success but also for effective communication and critical thinking (Shanahan, 2016). Comprehension is the decoding of meaning from written and oral language. Similarly, writing with comprehension refers to the ability to understand and interpret written text effectively, which is particularly important for middle school students. Writing comprehension refers to writing notes and summarizing in order to further process material read (Pressley & Afflerbach, 1995). According to Anderson (2008), writing comprehension is "the ability to understand written texts, to extract meaning, and to make connections between ideas presented in the text." It empowers individuals to interpret, analyze, and critically engage with written texts (Afflerbach, 2016). Likewise, Lapp and Fisher (2009) Journal of Research in Innovative Teaching and Inclusive Learning, Volume:3 Issue: 12 Year: 2025 ISSN:3030-3036 116 emphasized that writing comprehension involves "comprehending the author’s message, recognizing literary devices, and decoding text structure." Writing comprehension skills are crucial in today’s fast-paced and information-driven world (Graham et al., 2012). The ability to understand, analyze, and interpret written content is not only essential for academic success but also for effective communication, critical thinking, and problemsolving in various aspects of life (Zimmerman, 2002). In this exploration, we will delve into the strategies that can significantly enhance one’s writing comprehension skills, particularly through effective pedagogical interventions (Hattie, 2009). Effective writing comprehension involves more than just reading words on a page it requires the reader to engage with the text, grasp its underlying meaning, and make connections between different pieces of information (Guthrie & Wigfield, 2000; Pearson & Cervetti, 2017). Whether you are a student striving to excel in your studies, a professional aiming to enhance your communication skills, or simply an individual interested in becoming a more critical and discerning reader, this exploration offers insights into strategies that can help improve writing comprehension skills (Baker et al., 2017). These skills are fundamental for academic and professional success (Graham, Harris, & Chambers, 2016). Middle school is a crucial stage where students develop these skills, and it is imperative to explore effective strategies to improve them (Shanahan & Shanahan, 2008). REVIEW OF RELATED LITERATURE: Apolinario, A. C. R., & Dayao, R. P. DC. (2024) conducted research to examine successful reading techniques that enhance the abilities of Grade 6 students in Filipino and English at Tomas Earnshaw Elementary School. The study highlighted the importance of understanding word reading, language structure, and the perspectives of both teachers and students. Findings emphasized the value of student-centered approaches and suggested that adopting varied reading methods fosters a dynamic and inclusive environment. The recommendations provided are useful for teachers, administrators, and institutions in improving students’ reading comprehension while cultivating a love for learning. Meisani, D. R. (2022) investigated the effectiveness of writing workshops in improving students’ grammatical and mechanical writing skills. Conducted with 28 students in a Writing II course, the study used mini-lessons, writing activities, and sharing sessions. Data collection involved observation checklists, tests, field notes, and questionnaires. The findings revealed that after modifications in the workshop format, students showed remarkable improvement in writing. Additionally, group work enabled learners to develop stronger grammar and punctuation skills. Balantekin, Y. (2021) explored the improvement of reading and writing performance in a student with dyslexia through an action research study. Using a programmed instruction approach, the research demonstrated notable progress in word recognition, reading speed, comprehension, and motivation. The study concluded that when designing support programs for learners with dyslexia, it is essential to focus on the development of both reading and writing skills. Insuasty, C. A. (2020) examined the effectiveness of intensive reading strategies to enhance comprehension among university students in Pasto, Colombia. Using diagnostic tests, field notes, questionnaires, and reading tests, the study identified students’ needs and implemented workshops accordingly. The results revealed that comprehension strategies significantly improved students’ ability to overcome reading challenges, highlighting the importance of systematic intervention in higher education settings. Ahmad, Z. (2020) shifted from the traditional Presentation, Practice, Production model to Task-Based Learning in teaching writing to EFL students. Focusing on paragraph-level writing skills, the study adopted an action research framework with teacher notes, peer observation reports, writing samples, and student surveys as data sources. Results indicated that Task-Based Learning was effective overall, though some challenges remained in activity management and feedback. The study recommended further research to validate the approach and test new pedagogical methods. Verma and Agarwal (2019) emphasized the role of peer review and constructive feedback in enhancing students’ writing comprehension skills. Their research revealed that peer assessment fosters collaboration and helps refine students’ work. Similarly, Mishra & Pandey (2018) highlighted the need to account for linguistic and cultural diversity in India while teaching writing comprehension, suggesting that sensitivity to diversity improves students’ writing outcomes. Journal of Research in Innovative Teaching and Inclusive Learning, Volume:3 Issue: 12 Year: 2025 ISSN:3030-3036 117 Sulistyowati, F., Yarmi, G., & Yatimah, D. (2018) examined the role of audiovisual media in enhancing narrative writing skills among sixth-grade students. Using the Kemmis and McTaggart action research model with 33 students, the researchers observed progressive improvements from the first to the second cycle. The percentage of students achieving the expected writing competency increased from 60.9% to 90.9%, indicating the strong effectiveness of audiovisual aids in developing writing skills. Dilidüzgün, Ş. (2013) focused on essay writing as a complex creative task requiring structured instruction. The study emphasized both reading activities to analyze text structures and process writing activities to enhance composition skills. Conducted with 34 Turkish teacher candidates, the research applied a pre-test and post-test experimental design. Results showed significant improvement after process writing instruction, with high reliability of assessment. The study concluded that process writing activities and targeted strategies are vital for developing future teachers’ writing abilities. Sapkota, A. (2013) investigated the effectiveness of peer and teacher correction techniques in essay writing improvement. Using action research methods, the study compared pre-tests and post-tests of students’ written work. Results demonstrated notable progress in vocabulary use, grammatical accuracy, punctuation, coherence, and cohesion. Peer and teacher corrections were found to be effective strategies in improving writing systematically through active student engagement. RATIONALE OF THE STUDY: Writing Comprehension involves more than just reading the words on the page. The ability to understand and interpret written texts is crucial in various educational, professional, and everyday life contexts. However, many individuals, especially students, struggle with writing comprehension, which can hinder their overall learning and communication abilities. Students need to comprehend various types of written materials, including textbooks, research articles, and assignment instructions. An enhanced understanding of writing can improve their performance in exams, research projects, and coursework. Effective writing comprehension is not only relevant in academic settings but also in the professional world and enhanced communication skills, and a more informed and engaged citizenry. Professionals across diverse fields, such as business, law, healthcare, and technology, rely on their ability to comprehend written documents, such as reports, contracts, and technical manuals. Improved writing comprehension can lead to better job performance and career advancement. Students struggle with writing comprehension, which is often associated with challenges in reading comprehension, critical thinking, and language proficiency. Understanding effective strategies for improving writing comprehension skills can inform the development of educational programs and interventions. This knowledge can be used to design and implement interventions tailored to the needs of students and individuals who struggle with writing comprehension. So, identifying and implementing effective strategies to improve writing comprehension can help address this common educational and professional challenge. This study aims to explore strategies to improve writing comprehension skills and provide a strong rationale for its significance. RESEARCH QUESTIONS: 1. What are the current levels of writing comprehension skills among the target group of middle school students? 2. Which pedagogical strategies can be employed to enhance the writing comprehension skills of middle school students? 3. How effective are the selected pedagogical strategies in improving the writing comprehension skills of the target group, as measured through assessment tests? OBJECTIVES OF THE STUDY: i) To assess the existing writing comprehension levels of middle school students within the target group. Journal of Research in Innovative Teaching and Inclusive Learning, Volume:3 Issue: 12 Year: 2025 ISSN:3030-3036 118 ii) To design and implement pedagogical strategies aimed at improving writing comprehension skills. iii) To evaluate the effectiveness of the implemented pedagogical strategies in enhancing writing comprehension skills through preand post-assessment tests. RESEARCH METHODOLOGY: Method Used: The present study employed the descriptive survey research method within the framework of action research. This method was selected to assess students’ existing writing comprehension skills and to evaluate the effectiveness of specific pedagogical strategies in enhancing these skills. Population and Participants: The population of the study consisted of middle school students studying at St. Mary’s School. Specifically, the participants were Class VI students. Informed consent was obtained from both the students and their parents/guardians prior to participation in the study. Sample: The sample comprised all students of Class VI (A) section, totalling 25 students. This intact group was selected for the intervention and assessment. Tools Used: For data collection and intervention, the researcher employed a combination of pedagogical strategies, including phonics instruction, vocabulary development, comprehension strategies, and process writing activities. To evaluate students’ progress, a structured questionnaire along with pre-test and post-test assessments were administered. Data Collection Procedure: The data collection involved the implementation of targeted teaching strategies across a 14-day intervention program. Students’ baseline skills were measured through a pre-assessment test, followed by exposure to specific writing comprehension strategies. At the end of the intervention, a post-assessment test was conducted to measure improvement in students’ writing comprehension skills. 14-Day Plan of Action Research Day Activity Description Day 1 Pre-Assessment Conduct a diagnostic test to assess baseline writing comprehension skills. Tasks include: rearranging words to form meaningful sentences, filling blanks in a short story, correcting punctuation, sentence formation through pictures, and summarizing a passage. Day 2 Introduction to Writing Comprehension Explain the concept and importance of writing comprehension. Discuss key components such as identifying main ideas, supporting details, and making inferences. Use examples for illustration. Day 3 Identifying Main Ideas & Details Provide a short passage for students to read. Ask them to highlight the main idea and supporting details, followed by small-group discussions to promote peer learning. Day 4 Strategies for Comprehension Introduce strategies like graphic organizers, annotating texts, and summarization. Provide examples and exercises for practice. Day 5 Graphic Organizers Give a text and ask students to use a graphic organizer (outline, diagram, mind map) to represent its structure and key elements. Day 6 Making Inferences Provide passages containing implicit information. Guide students to identify and explain inferences drawn from the text. Day 7 Context Clues Teach the use of context clues for understanding unfamiliar words. Provide examples and ask students to deduce meanings Journal of Research in Innovative Teaching and Inclusive Learning, Volume:3 Issue: 12 Year: 2025 ISSN:3030-3036 119 of new words in given sentences. Day 8 Summarization Skills Use the Jigsaw method where students read a passage, summarize it concisely, and share their summaries. Discuss clarity and conciseness. Day 9 Author’s Purpose Provide different types of texts (persuasive, narrative, informative). Ask students to identify and justify the author’s purpose in each. Day 10 Peer Review Organize a peer-review activity. Students exchange their written summaries and provide constructive feedback to develop critical thinking and editing skills. Day 11 Active Reading & Drafting Introduce active reading strategies (asking questions, notetaking). Guide students through the writing process: punctuation, outlining, drafting, editing, revising, and finalizing short and long passages. Day 12 Vocabulary Development Introduce strategies for vocabulary building (word journals, context-based learning). Provide theme-based vocabulary practice and exercises. Day 13 Rewriting Exercise Ask students to read a short text and rewrite it in their own words to demonstrate comprehension and paraphrasing ability. Day 14 Post-Assessment Conduct a final test similar to the pre-assessment. Compare results to measure progress in comprehension skills. Facilitate reflection and discussion on improvements. ANALYSIS AND INTERPRETATION OF DATA: Analysis and interpretation refers to the systematic and critical examination of collected data in relation to the research objectives. In this study, both pre-test and post-test assessments were conducted to evaluate the writing comprehension skills of Class VI students before and after the intervention. Objective i: To assess the existing writing comprehension levels of middle school students within the target group. The pre-test was conducted on 25 students to determine their baseline writing comprehension levels. Pre test (Score of 25 students out of 25 marks) Roll No. 1 2 3 4 5 6 7 8 9 10 11 12 13 Score 12 9 11 13 9 11 7 12 9 8 8 13 11 Roll No. 14 15 16 17 18 19 20 21 22 23 24 25 Score 9 12 11 11 9 9 9 13 11 11 9 12 Basic statistics (Pre-test) N (students) = 25, Minimum score = 7, Maximum score = 13, Range = 6, Mean (average) ≈ 10.36, Median = 11, Mode = 9 and 11 (bimodal) Interpretation The scores reveal that most students performed below average, indicating weak comprehension skills. Most students scored between 9–12 marks, showing average comprehension skills. No student scored below 7 or above 13, which means the class is homogeneous with moderate variations. Since the pre-test scores are clustered in the middle, the action research intervention (strategies for writing comprehension) has strong potential to show measurable improvement. Out Journal of Research in Innovative Teaching and Inclusive Learning, Volume:3 Issue: 12 Year: 2025 ISSN:3030-3036 120 of 25 students, 11 students scored between 5–10 marks, while 14 students scored between 10–15 marks (out of 25). No student scored above 15 marks. The average score of the class was 10.3, which falls in the low achievement range. This indicates that the majority of students struggled with key areas of writing comprehension, such as identifying main ideas, summarizing, vocabulary usage, punctuation, and making inferences. Objective ii: To design and implement pedagogical strategies aimed at improving writing comprehension skills. Based on the pre-test results, a 14-day intervention plan was implemented. To conduct Action Plan or action research 14 days plan was introduced the day wise plan was different activities where organised for these 14 days. Implementation of the plan: Day 1: Pre-test At 1st day researcher began by conducting a pre-assessment test to understand the current level of writing comprehension skills among the students. At the very first a questionnaire was provided to the students to test their knowledge in understanding about English writing comprehension skills. For that purpose, pupil teacher prepared a questionnaire consists of some questions based on of a short passage, make complete sense by rearranging the words, a short story to fill up with appropriate words, marking the correct punctuation and formation of sentence through seeing pictures, and ask students to read and summarize it in their own words. The questions of test were 25 marks and 40 minutes time was given to complete the questionnaire. The score of the students were less. Day 2: Introduction to Writing Comprehension In day 2, after knowing the result of the students, the researcher introduced the concept of writing comprehension and its importance. Discussed the key components of writing comprehension, such as understanding the main idea, identifying supporting details, and making inferences. Share examples to illustrate these concepts. Day 3: Identifying Main Ideas and Supporting Details In the third day, researcher focussed on asking students to read a short passage and highlight the main idea and supporting details. Encourage them to discuss their findings in small groups, promoting peer-to-peer learning. Day 4: Introduction to Comprehension Strategies From fourth day, researcher introduced strategies for improving writing comprehension, such as using graphic organizers, annotating texts, and summarizing information. Provide examples and practice exercises for each strategy. Day 5: Practice with Graphic Organizers In day 5, students were divided in some groups consist of 2-3 students and researcher introduced about graphic organisers to the among the students. After making them aware on graphic organiser with the help of chalkboard, I gave practice using graphic organizers to break down the structure of a text. I provided a text and ask them to create an outline or diagram to represent its key elements. Day 6: Making Inferences From day 6, researcher explored the concept of making inferences while reading. Providing passages with implicit information and ask students to identify and motivate them to explain the inferences they can make. Journal of Research in Innovative Teaching and Inclusive Learning, Volume:3 Issue: 12 Year: 2025 ISSN:3030-3036 121 Day 7: Using Context Clues In day 7, researcher discussed the importance of context clues in understanding unfamiliar words or phrases in a text among students. Provide sentences with context clues, and ask students to deduce the meanings of unfamiliar words. Day 8: Summarization Skills In day 8, researcher introduced the concept of summarizing a text. Students read a passage and write a concise summary of the main points. And together discussed the importance of conciseness and clarity in summarization. Day 9: Identifying Author’s Purpose In day 9, researcher taught the importance of recognizing the author's purpose in a text among the students. Provide different types of texts (e.g., persuasive, informative, narrative) and ask students to identify the author's purpose in each. Day 10: Peer Review In day 10, researcher engaged students in a peer-review activity, where they exchange and review each other's summaries. This was helping them to improve their critical thinking and feedback skills. Day 11: Active Reading and Drafting In day 11, researcher explored the concept of active reading, which involves asking questions while reading and actively engaging with the text. Provide a passage and ask students to jot down ideas, correct punctuation, develop an outline, write the first draft, edit, revise, and then finalise for writing short and long passages/paragraphs. Day 12: Vocabulary Building In day 12, researcher discussed the role of vocabulary in writing comprehension among the students. Familiarise them with a variety of vocabulary associated with various themes. Introduced strategies for expanding vocabulary, such as word journals or context-based word learning. Provide examples for practice. Researcher gave some words and asked students to tell the opposite words of those words. Researcher gave hint to make the things easier for students. Researcher gave example like good-bad and asked students to identify for other words. Teacher gave total 40 words where 20 words are positive words and other 20 words are opposite of those 20 words. Researcher already told the meaning of every word, and asked to identify by students. Students were identified the words and opposite words randomly. Day 13: Rephrasing and Paraphrasing In day 13, researcher make them aware about comprehension and ability to rephrase information. After that I asked students to read a short text and then rewrite it in their own words to demonstrate their comprehension and ability to rephrase information. Day 14: Post-test In day 14, this was the last day of activity for action research. In this day researcher conducted a post-assessment to measure the improvement in writing comprehension skills among students. Compare their performance to the pre-assessment from Day 1 and discuss the progress made during the 14-days plan. For the test researcher used the same questionnaire that had used in pre-test. These pedagogical strategies were systematically implemented over two weeks, with continuous practice, feedback, and peer-to-peer learning to enhance comprehension skills. Objective iii: To evaluate the effectiveness of the implemented pedagogical strategies in enhancing writing comprehension skills through preand post-assessment tests. Journal of Research in Innovative Teaching and Inclusive Learning, Volume:3 Issue: 12 Year: 2025 ISSN:3030-3036 122 Post test (Score of 25 students out of 25 marks) Roll No. 1 2 3 4 5 6 7 8 9 10 11 12 13 Score 21 17 19 21 18 19 13 21 18 14 17 21 19 Roll No. 14 15 16 17 18 19 20 21 22 23 24 25 Score 19 21 18 19 18 19 17 22 19 21 18 19 Basic statistics (Post-test) N (Number of students) = 25, Minimum score = 13, Maximum score = 22, Range = 22 − 13 = 9, Mean (Average) = 18.56 , Median = 19, Mode = 19 (appears most frequently, 8 times). Test Mean Median Standard Deviation Minimum Maximum Pre-Test 10.36 11.0 1.73 7 13 Post-Test 18.52 19.0 2.13 13 22 Interpretation: The mean score improved from 10.36 (Pre-test) to 18.52 (Post-test), showing a strong positive impact. The median increased from 11 to 19, indicating that at least half the students performed much better in the Post-test. The range also shifted upward (Pre: 7–13 → Post: 13–22). The standard deviation slightly increased and overall improvement is significant. FINDINGS: 1. From the tables, it can be understood that the post-test scores are higher than the pre-test scores, which indicates a significant improvement in students’ understanding and acquisition of English writing comprehension skills. The difference between the average scores of pre-test and post-test highlights this progress. 2. The study shows that the use of different teaching techniques and strategies can positively impact students’ English writing comprehension skills. Strategies such as graphic organizers (e.g., Venn diagrams, mind mapping), use of context clues, connecting prior knowledge, identifying author’s purpose, annotating texts, practicing reading habits, expanding vocabulary through word journals, peer learning, making inferences, correct punctuation usage, and jotting down ideas while reading were found to be effective for middle school students. 3. The findings also suggest that when learning activities are interesting and motivating, they positively influence outcomes and make the teaching-learning process more engaging and studentfriendly. CONCLUSION: Enhancing writing comprehension skills is a fundamental aspect of education and personal development. Improving writing comprehension skills in middle school students is a critical educational goal. This action research proposal outlines a systematic approach to investigate and implement effective strategies. The post-test results revealed a marked improvement in the writing comprehension skills of Class VI students, validating the effectiveness of the implemented strategies. Enhancing writing comprehension is not only fundamental for academic achievement but also vital for personal growth and communication. This action research systematically identified, implemented, and evaluated strategies that significantly improved students’ performance. The findings underscore that targeted interventions can strengthen comprehension skills, thereby contributing to overall academic success at the middle school level. IMPLICATIONS: The implications of this study highlight the crucial role of strategic pedagogical interventions in strengthening middle school students’ writing comprehension skills. As supported by previous research (Apolinario & Dayao, 2024; Meisani, 2022; Balantekin, 2021; Insuasty, 2020; Ahmad, Journal of Research in Innovative Teaching and Inclusive Learning, Volume:3 Issue: 12 Year: 2025 ISSN:3030-3036 123 2020; Verma & Agarwal, 2019; Sulistyowati, Yarmi, & Yatimah, 2018; Dilidüzgün, 2013; Sapkota, 2013), effective teaching methods—ranging from reading techniques, writing workshops, and process writing activities to peer correction, audiovisual media, and task-based learning—can greatly enhance comprehension, grammar, and writing performance. The present findings demonstrate that a structured, multi-strategy approach not only bridges existing gaps in comprehension but also empowers learners to think critically, summarize effectively, and engage deeply with texts. These results imply that educators and curriculum designers should prioritize student-centered, diverse, and interactive teaching strategies to foster higher-order literacy skills. Moreover, the evidence underscores the importance of designing interventions that address both linguistic and cognitive aspects of comprehension, ensuring inclusivity for students with diverse needs, including those with learning difficulties like dyslexia. Ultimately, the study reinforces that developing strong writing comprehension skills in middle school lays the foundation for lifelong academic success, professional competence, and active citizenship. REFERENCES: 1. Afflerbach, P. (2016). Handbook of individual differences in reading: Reader, text, and context. Routledge. 2. Ahmad, Z. (2020). Action Research in EFL: Exploring Writing Pedagogy Through a Taskbased Lesson Delivery. Journal of Language Teaching and Research, 11(3), 379–388. https://doi.org/10.17507/JLTR.1103.06 3. Anderson, N. J. (2008). Practical English language teaching: Reading. McGraw-Hill. 4. Apolinario, A. C. R., & Dayao, R. P. DC. (2024). 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