Instructional Constraints in Teaching of Reading in Early Childhood Classes in Nairobi County, Kenya
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Date
2016
Authors
Marima, Esther Wairimu
Kamau-Kang’ethe, Rachael W.
Runo, Mary N.
Journal Title
Journal ISSN
Volume Title
Publisher
International Knowledge Sharing Platform
Abstract
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
teaching and learning resources, trained in different approaches and in serviced in the latest approaches. Serving
teachers should get refresher courses on teaching of reading methods to improve learning in schools in the
country.
Description
A research article published in Journal of Education and Practice
Keywords
teaching reading, teaching method, teacher qualification, teaching and Learning resources, early learning
Citation
Marima, E. W., Kamau-Kang'ethe, R. W., & Runo, M. N. (2016). Instructional Constraints in Teaching of Reading in Early Childhood Classes in Nairobi County, Kenya. Journal of Education and Practice, 7(30), 166-172.