Pre-Primary School Experiences and Lower Primary Pupils’ Reading Literacy Competencies: A Case of Laikipia, Kenya
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Date
0201-09
Journal Title
Journal ISSN
Volume Title
Publisher
World Journal of Innovative Research (WJIR)
Abstract
Reading skills is one of the basic requirements
which enable people engage themselves in their daily activities.
Reading achievement determines the child’s success in school
and eventual career development. School age children are not
learning core skills expected at age level. Despite significant
gains in expanding access to primary school education literacy
outcomes remains significantly deficient. The study focused on
influence of pre-primary school experience on pupils’ reading
achievement in Laikipia West Sub-county. Ex post facto
research design was employed. The target population were
grade two pupils in both public and private schools in the
sub-county.Quantitative data was tabulated and analyzed by
descriptive statistic including frequency and percentages
presented through tables and figures. Results revealed that
levels of competency in story-reading, word recognition and
letter, sound recognition were below average at 60%, 57%, and
50%respectively. From the results, pre-primary experience in
key in pupils’ reading achievement, where pupils who attended
pre-primary school registering good grades in letter and sound
recognition, word recognition and paragraph reading.
Recommendations were made that parents be educated on the
importance of early year’s education and teachers to design
appropriate tasks in order to enhance and boost reading
literacy among pupils
Description
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Keywords
Citation
Ong’ang’a, H. M., & Elizabeth, N. N. Pre-Primary School Experiences and Lower Primary Pupils’ Reading Literacy Competencies: A Case of Laikipia, Kenya.