Underachievement in Reading and Writing Skills and the Implications in Promoting Life-Long Learning
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Date
2013
Authors
Gathumbi, Agnes W.
Journal Title
Journal ISSN
Volume Title
Publisher
International Knowledge Sharing Platform
Abstract
The ability to read and write has been regularly identified as key variables that impact education quality and
relevance. It is predicated that in addition to being important learning competences, reading and writing are
essential tools as they are the main gateway to accessing and disseminating knowledge and skills in and out of
school. When children are unable to read efficiently, the path to gathering printed information is blocked. In
Kenya, English is inter alia, the language of examinations, textbooks and the medium of instruction from
primary class four upwards. Recognition of the importance of English language mastery notwithstanding, there
is evidence that the reality in the school system is far below the ideal. This Paper reports the findings of a
research done to establish the English reading and writing literacy levels of primary school learners in Kenya.
Criterion-referenced tests based on developed English literacy benchmarks were administered nationally to a
representative sample of learners in primary class six. The results showed that the majority of learners had not
attained the desirable English literacy competence levels to be able to access curricula of subjects taught in
English or express their ideas in writing. This paper will discuss the impact of reading and writing
underachievement on provision of quality education in the Free Primary Education (FPE) era. The research
project was supported by the Rockefeller Foundation.
Description
A research article published in Journal of Education and Practice
Keywords
Benchmarks, Attainment targets, Quality, Fundamental skills, Competences
Citation
Gathumbi-PhD, A. W. (2013). Underachievement in reading and writing skills and the implications in promoting life-long learning.