Literacy instruction has been dominated by two antithetical views that create a different learning environment, the skill based perspective and the contemporary social constructive framework. This study situated in mainstream language art classes compared 24 students exposed to contemporary
literacy instruction who engaged in guided discovery in communities of learners, to 25 students who were exposed to traditional methods of literacy instruction. The results indicated that embedding literacy instruction in communities of learners is superior to traditional methods in fostering
writing competence, thus, informing educators and policy makers about the design of a learning environment that promotes student writing competence. Consistent with previous research, no differences were found between the methods on the standardised reading comprehension measure. Further comparative
research is required to resolve the predominant debate among researchers and educators regarding practices of teaching and learning that promote literacy.
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