A Survey of Approaches Used in Teaching Reading in Early Childhood Classes in Dagoretti and Westlands Divisions, Nairobi County, Kenya

Abstract

Reading proficiency 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. There are different approaches in teaching of reading in early learning. The study sought to establish teachers’ orientation in reading instructions in early childhood settings and adopted the descriptive research design using the survey method and observation technique. A sample of 10 primary schools from Dagoretti and 10 from Westlands Divisions in Nairobi County were studied. The study concludes that although most teachers indicated that they were confident, they also indicated that they were not well equipped with the relevant teaching methods. Majority of pre-unit teachers used phonics and others whole-word methods. Lack of reading materials and guidelines was the most cited challenge faced by early learning teachers. The study recommends clear policy guidelines on how to teach reading and compulsory in-service training for teachers on how to teach reading and create awareness on use of phonics and whole word approaches in teaching of reading.

Keywords: Teaching reading, teaching method, Teacher qualification, Early Learning