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dc.contributor.authorRuno, M. N.
dc.contributor.authorKabutha, John Mugo
dc.contributor.authorKamau, Geoffrey Karugu
dc.date.accessioned2013-10-03T08:37:00Z
dc.date.available2013-10-03T08:37:00Z
dc.date.issued2013-07
dc.identifier.citationJournal of special needs and disabilities studies vol. vol. no. 1 p.11-27. 1 July 2013en_US
dc.identifier.urihttp://ir-library.ku.ac.ke/handle/123456789/7401
dc.descriptionJournal Articleen_US
dc.description.abstractOver recent decades, various studies have decried the rising numbers of non-readers in Kenyanclassrooms, within the context of a growing global phenomenon. This study aimed at ascertainingteachers' capacity to teach reading, the materials that they utilize to teach reading, andthe overall challenges and opportunities in teaching reading. A mixed methods design was utilizedw, ith a purposive sample of 8 urban (Nairobi) and 8 rural (Nyeri) primary schools, basedon the best and worst performing schools in the Kenya Certificate of Primary Education resultsof the year preceding the study. A total of 34 teachers participated in the study. Findings indicatethat nearly half of the teachers neither taught reading nor knew the methods to use in teachingreading. A third of the teachers (31.9%) used phonics, while another third favoured thewhole-word method. The study concludes that lower grade teachers are ill-equipped withmethods of teaching reading, while remediation practice is hardly a focus. It would be necessaryto introduce reading as a subject at the teacher training level, and designate reading timethrough the primary education course.
dc.language.isoenen_US
dc.publisherNairobi Academic Pressen_US
dc.subjectTeaching readingen_US
dc.subjectReading difficultiesen_US
dc.subjectReading competencyen_US
dc.subjectLiteracy levelsen_US
dc.subjectLearning Disabilities Association of America:Kenyaen_US
dc.titleTeachers, methods and materials: Exploring opportunities and challenges in learning to read in primary schools in two Kenyan contextsen_US
dc.typeArticleen_US


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