Teaching of Language and Pre-Primary School Children’s Reading Readiness in Vihiga County, Kenya (original) (raw)
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European Journal of Special Education Research
One of the four skills of language development is reading. It is a form of communication that can be used in both official and informal situations. Reading entails the decoding of communicative symbols in order to get meaning from them. Children's early experiences with language lay a strong basis for future reading achievement. This article presents findings from a study that was carried out in Hamisi Sub-County in Vihiga County. The goal of the study was to look at language instruction and pre-primary school children's reading readiness. The research was guided by Vygotsky's sociocultural theory. The study utilized a descriptive survey research design. The study sample was 72 schools selected from a total of 238 to represent 30% of the school population. The schools were sampled using stratified random sampling to ensure that each division was represented by at least 18 out of the 72 schools sampled. Purposeful sampling technique was used to select two language teacher...
2015
This study was aimed at assessing the factors influencing achievement of basic reading literacy outcomes in public primary schools in Nyeri County, Kenya. The study was guided by five research questions generated from literature review. These questions were; to what extent is implementation of teaching and learning of literacy influencing achievement of basic reading literacy in public primary schools in Nyeri County? Which factors in the home environment of the pupils are influencing achievement of basic reading literacy in public primary schools in Nyeri County? To what extent are students’ characteristics influencing achievement of basic reading literacy in public primary schools in Nyeri County? What challenges are influencing achievement of basic reading literacy in public primary schools in Nyeri County? How can reading literacy levels in public primary schools in Nyeri County be improved? The study adopted Cross-sectional survey design. Head teachers, teachers and class six p...
Metadata Show full item record Literacy is fundamental for learning in school. It is the ability to read and write and forms the heart of basic education for all. Literacy development is a process that spans through early childhood years and it is one of the most important abilities children acquire as they progress through their early school years. The purpose of the study was to investigate the causes of low literacy achievement among lower primary school pupils in Kisii district, Kisii County. The study was guided by Holdaway's theory of literacy development. The researcher used descriptive survey method because of the nature of the study. The independent variables included availability of literacy materials, type of school, and language of instruction. The dependent variable was pupils' achievement in literacy. The study was conducted in Kisii central District. Kisi i County. The target population was all standard three teachers and pupils in lower primary classes. Purposive and stratified random sampling techniques were used to select the sample of the study. The sample of the study consisted of 31 class three teachers from private and public schools, 125 pupils from public schools and 80 pupils from private schools. ineteen of the schools were public; while the remaining 12 were private primary schools. The researcher used questionnaire for class three teachers, reading literacy test for class three pupils and observation checklist to collect data. The instruments were piloted in two primary schools and the reliability of the instruments which was found to be 0.82 through test re-tests. The data were analyzed using both descriptive and inferential statistical techniques. Descriptive statistics used were measures of central tendencies; frequency distributions and percentages. The inferential statistics used chi-square to establish whether there was any significant relationship between dependent and independent variables. Data collected was coded and analyzed using the Statistical Package for Social Sciences (SPSS) software. Results had revealed that pupils in private schools had a higher level of reading literacy compared to their counterparts in public primary schools. The results had also shown that language of instruction influenced pupils reading literacy levels. The availability of teaching materials had a positive correlation with the reading literacy levels in lower primary schools. It was recommended that school management should provide classroom
The Curriculum Journal, 2020
This study explores how the primary school teacher preparation curriculum prepares pre-service teachers to teach reading in lower primary schools in Kenya. High-quality reading teacher preparation is among the critical aspects that need to be addressed in order to curb the literacy challenges faced by early grade students living in low-resource contexts. In this article, a case study of the Kenyan Primary Teacher Preparation programme is presented using data from the primary teacher education syllabus [PTES] and interviews of pre-service and in-service teachers from Western Kenya. Findings suggest that the pre-service teaching programmes curriculum has limited content and pedagogical content knowledge (PCK) critical to equip teachers to teach emergent readers from multilingual contexts. The curriculum content needs to be revamped to include more core literacy components and early literacy PCK, practicum apprenticeship specific for the needs of early grade literacy instructors, and content on early literacy formative and summative assessment. Suggestions and recommendations are offered on how to restructure the Kenya primary teacher programmes to ensure high-quality reading teachers' preparation.
Instructional Constraints in Teaching of Reading in Early Childhood Classes in Nairobi County, Kenya
Journal of Education and Practice, 2016
Reading has been identified as one of the most reliable indicators of whether a learner will attain the competence needed to achieve academic success and contribute actively to society. Research findings in Kenyan primary and secondary schools reveal inadequate reading skills among the students. The purpose of this study was to identify approaches used in teaching of reading in Early Childhood Education. The objective of the study was to establish teachers’ orientation and challenges faced by teachers in the teaching of reading. The study adopted the descriptive research design using the survey method and observation technique and was conducted in twenty schools in Nairobi County. The findings showed that lack of resources was the greatest challenge faced by early learning teachers in the teaching of reading. They also indicated that they were not well equipped with the relevant methods of teaching reading. The study recommends that teachers should be adequately equipped with teachi...
WJIR Journal, 2018
Reading is a fundamental skill in pupils' education and development.. The development of reading skills is a complex intellectual process that requires skilled instructions in learning to read and to developing strong reading skills. Teachers are well-known as the backbone of the educational process and also as the major determining school factor of excellence and efficiency of its outcome. The purpose of this study was to find out the influence of teachers' demographic characteristics on the acquisition of reading skills among Standard three pupils in Kisii County. Vygotsky's Socio-Cultural Theory of Human Learning guided this study. This study adopted a descriptive survey research design targeting all the Grade III pupils, their class teachers and head teachers of all primary schools in Kenyenya Sub-County. Purposive and stratified random sampling techniques were employed to select the study sample of 30%. The data was collected using questionnaires, interview schedule and observation schedule.A pupils test was used to ascertain the reading levels among the Class three Pupils. This study found out that teachers' characteris tics had influence on the acquisition of reading skills. The study further established that most of the class III teachers had limited training on teaching reading skills. The study thus recommends that the Ministry of Education should train and retrain teachers on teaching reading skills through regular teacher professional training, in-service courses, workshops and seminars to ensure that teachers have the necessary skills to teach reading at lower levels.
Reading Abilities of Learners in Public Primary Schools in Nandi County, Kenya
East African Journal of Education Studies
Reading is fundamental in the acquisition of language. It builds up an important foundation for the acquisition of other language skills and plays a vital role in the learning of other subjects. There is therefore a need for learners to acquire reading proficiency. The study sought to find out the reading abilities of learners in public primary schools in Nandi County, Kenya. The study’s research question was what are the reading abilities of learners in public primary schools in Nandi County, Kenya? The study sought to test the following hypotheses; There is no significant relationship between the gender of the learner and the reading ability of the learner in public primary schools in Nandi County, Kenya, and there is no significant relationship between the category of the school (rural or urban) and the reading abilities of learners in public primary schools in Nandi County, Kenya. The study adopted a causal-comparative research design with data being collected from a sample size...
2014
Learning to read in a second language is a complex challenge for every child. Children require a range of skills and abilities to learn to read. The ability to read with understanding is one of the most important skills for learners, not only in English language but also in other school subjects. Kenyan primary school pupils‘ reading performance as indicated in the sources cited in this thesis has for a long time been generally poor. Perhaps, this may be due to the inappropriate instructional practices used by teachers during reading lessons. This study aimed at examining the aetiology of the instructional practices prevalent in the teaching of reading in standard 4 in selected rural primary schools in Kisii central district, Kisii County, Kenya. The study was guided by the following objectives: Explore the nature of instructional practices that characterize the teaching of reading in standard 4, investigate the factors that influence a teachers‘ choice of instructional practices in...
Background: The study looked at the relationship between literacy environment and reading fluency. A correlation research design was adopted. The study was informed by Vygotsky's sociocultural theory. Materials and Methods: The target population was class 4 pupils in public primary schools in Busia County, Kenya in 2018. Stratified, simple random and cluster sampling procedures were employed in the study. A sample of 388 pupils and 9 teachers were selected from seven public primary schools. Questionnaires and observation methods were used to collect data on the school and home literacy environment and a reading test measured pupils' reading fluency. Qualitative data was analysed using thematic analysis and quantitative data was analysed using linear regression analysis. Results: The findings were that literacy environment significantly predicted pupils' reading fluency in English. Aided reading is the highest single contributor to reading fluency compared to reading resources at home and school. Conclusion: To support reading fluency, parents should encourage positive social and educational interaction at home particularly among siblings as the older ones support the learning of the younger. Reading resources should be provided to readers both at home and at school.
Investigating the Levels of Reading Skills Among Grade Three Pupils in Nairobi County, Kenya
European Journal of Education Studies, 2019
Reading skills are vital to lower primary school pupils because it is the foundation for learning. However, studies worldwide indicate low levels of reading skills in schools and little has been done to find out how different instructional strategies used in lower grade schools influence learners’ acquisition of reading skills. The purpose of this study was to establish levels of reading skills among the Grade Three Pupils The research was guided by Holdaway’s Theory of Literacy Development and supported by Instructional Theory by Robert Gagne. The study established that 50% of the pupils were below average in reading of letter and letter sound recognition, 57.1% in sentence and paragraph reading, 53.6% in story reading and a mere 60.7% in comprehension skills. Article visualizations: