Ogetange, Teresa BinsariMurungi, Catherine Gakii2018-10-222018-10-222017-09International Researchers Volume No.6 Issue No.3 September 201722277471http://ir-library.ku.ac.ke/handle/123456789/18719Research ArticleReading skills forms the basis upon which all other learning and academic skills are based. Early acquisition of reading skills among pupils forms the foundation upon which language and literacy learning is built. Developing children’s reading skills remains a major concern of many governments’ worldwide and important international Agencies. Whereas an incredible rise in enrolment has been realized at primary school levels due to free primary education in Kenya, still a big number of pupils have low levels of reading skills. This study intended to assess the influence of class size on acquisition of reading skills among Grade III pupils in Kenyenya Sub-County. This study was guided by the Group Dynamics Theory developed by Kurt Lewin in 1943. This study adopted a descriptive survey research design targeting all the Grade III pupils, their class teachers and head teachers of all 77 public primary schools in Kenyenya Sub-County. Purposive and stratified random sampling techniques were used in selecting a 30% sample that participated in the study. Questionnaires, interview guides and observation schedule were used to collect Data. Quantitative data was analyzed thematically while quantitative data was analyzed descriptively. The study outcomes revealed that most public primary schools had large enrollments with over 40 pupils in a class. The results also showed a significant relationship (p-value=0.000<0.05) between class size and acquisition of reading skills. The study concluded that class size has an influence on how pupils acquire reading skill which has a great effect on their overall academic achievement. This study recommended that the government of Kenya through the ministry of education should come up with a policy of reducing the class sizes by employing more teachers.enClass sizesDecodingReading skillsTeacher-pupil ratioArticle