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

Autor/in	Marima, Esther Wairimu
Titel	A Survey of Approaches Used in Teaching Reading in Early Childhood Classes in Dagoretti and Westlands Divisions, Nairobi County, Kenya
Quelle	In: Journal of Education and Practice, 7 (2016) 33, S.207-211 (5 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2222-1735
Schlagwörter	Foreign Countries; Early Childhood Education; Teaching Methods; Educational Strategies; Educational Practices; Reading Instruction; Teacher Surveys; Classroom Observation Techniques; Elementary School Curriculum; Best Practices; Preferences; Kenya + Suchen Sie Ihr Suchwort? Ausland; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Teaching method; Lehrmethode; Unterrichtsmethode; Lehrstrategie; Bildungspraxis; Leseunterricht; Kenia
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. (As Provided).
Anmerkungen	IISTE. No 1 Central, Hong Kong Island, Hong Kong SAR. Tel: +852-39485948; e-mail: JEP@iiste.org; Web site: http://iiste.org/Journals/index.php/JEP
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01