Strategies that influence reading performance of learners with reading difficulties in english among public primary schools in Chepalungu, Bomet county,Kenya
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Date
2016-11
Authors
Siele, Davld Kipkirui
Journal Title
Journal ISSN
Volume Title
Publisher
Kenyatta University
Abstract
In Kenya many children who encounter reading problems to some extent might
complete the 8 years of primary education without the ability to read even a three
letter word. Hence this study sought to establish strategies that influence reading
performance of learners with reading difficulties in public primary schools in
Chepalungu Sub-County, Borriet County. Specifically it sought to: identify reading
deficits common in children with reading difficulties among primary schools;
established the characteristics of pupils with reading difficulties; established the
challenges teachers face while handling pupils with reading difficulties and
determined the strategies adopted by teachers to influence reading performance of
pupils with reading difficulties in Chepalungu Sub-County. The method adopted was
research survey which was conducted in the form of a correlational research design
within the confines ofthe study. The study used quantitative approach in data analysis
where descriptive statistical techniques were used to provide an overall picture of the
reading skills of the children. The target population comprised of 17,177 pupils and
1569 teachers from 32 public primary schools in two zones of Chepalungu Sub-
County of Bomet County. The sample size of the study was 384 pupils and 128
teachers as respondents. Questionnaire, Checklist on Reading Errors, Reading
Passages Levels 1 - 4 and Word List Levels 1 - 5 were used as the instruments to
collect data. Qualitative data obtained were analysed thematically. The results from
the analysis were presented using percentages, frequency distribution tables, bar
graphs, and pie-charts. The findings of this study will be helpful to a number of
stakeholders such as policy makers and planners to generate appropriate policy
measures, thus leading to appropriate corrective measures to improve reading
difficulty in schools of Chepalungu, Bomet County. It is also hoped that the findings
of this study would have implications on national examinations, which should be
tailored to meet the needs of pupils with reading difficulties.
Description
A research thesis submitted in the partial fulfilment of the requirements for the award of the Degree of Master of Education (Special Needs Education) in the School of Education of Kenyatta University. November, 2016