INVESTIGATING THE LEVELS OF READING SKILLS AMONG GRADE THREE PUPILS IN NAIROBI COUNTY, KENYA

Reading skills are vital to lower primary school pupils because it is the foundation for learning. However, studies worldwide indicate low levels of reading skills in schools and little has been done to find out how different instructional strategies used in lower grade schools influence learners’ acquisition of reading skills. The purpose of this study was to establish levels of reading skills among the Grade Three Pupils The research was guided by Holdaway’s Theory of Literacy Development and supported by Instructional Theory by Robert Gagne. The study established that 50% of the pupils were below average in reading of letter and letter sound recognition, 57.1% in sentence and paragraph reading, 53.6% in story reading and a mere 60.7% in comprehension skills.  Article visualizations

EXAMINING THE TEACHERS USE OF INSTRUCTIONAL RESOURCES IN TEACHING AND LEARNING READING WITH THE GRADE THREE PUPILS IN NAIROBI COUNTY, KENYA

Reading skills are vital to lower primary school pupils because it is the foundation for learning. However, studies worldwide indicate low levels of reading skills in schools and little has been done to find out how different instructional strategies used in lower grade schools influence learners’ acquisition of reading skills. The purpose of this study was, therefore, to establish the use of instructional strategies and resources on acquisition of reading skills among Grade Three Pupils in Embakasi, Nairobi County, Kenya. The research was guided by Robert Gagne Instructional Theory. The study results imply that instructional resources being scarce, the acquisition of reading skills in the study county could not be possible. The study recommended that MoE should provide refresher courses to teachers on teaching methodologies that would improve reading skills among the Grade Three pupils.  Article visualizations