An integrative review of teaching reading in Kenyan primary schools

Abstract

S This integrative review on the teaching of reading in Kenyan primary schools provides a foundation for the growing movement there to improve reading education. In gathering sources for this review, we took an inclusive historical stance. Thus, we did not dismiss research reports that lacked traditional indicators of quality such as being published in peer‐reviewed journals. We used multiple methods to find relevant research and associated documents, including two trips to Kenya. The review is organized by six topics: (a) language of instruction, (b) reading instruction, (c) reading materials, (d) reading culture, (e) assessment, and (f) teacher development. The review concludes with six proposals for policymakers, educational researchers, and teacher educators for the development of reading instruction based on what we learned in reviewing the literature. The first proposals are intended specifically to address the teaching of reading in Kenya, but they may be relevant to other sub‐Saharan nations. The final proposal encourages others to conduct similar reviews to make possible a handbook of reading in Africa. Esta revisión integradora sobre la enseñanza de la lectura en las escuelas primarias de Kenia proporciona fundamentos para el movimiento creciente para el mejoramiento de la educación en lectura. En la recolección de las fuentes de esta revisión tomamos una posición histórica abarcadora. Por ello no descartamos informes de investigación que carecieran de los indicadores de calidad tradicionales como haber aparecido en publicaciones evaluadas por pares. Usamos múltiples métodos para hallar investigaciones relevantes y documentos relacionados, incluyendox dos viajes a Kenia. La revisión se organiza en seis tópicos: (a) lengua de enseñanza, (b) enseñanza de la lectura, (c) materiales de lectura, (d) cultura escrita, (e) evaluación y (f) formación docente. La revisión concluye con cinco propuestas para elaborar políticas, formar investigadores en educación y capacitadores de docentes para el desarrollo de la enseñanza de la lectura basadas en aquello que aprendimos al revisar la literatura. Las primeras cuatro propuestas tienen como propósito específico abordar la enseñanza de la lectura en Kenia, si bien podrían ser relevantes también para otras naciones subsaharianas. La propuesta final estimula a otros a realizar revisiones similares para hacer posible un manual de la lectura en África. Diese integrative Betrachtung über den Leseunterricht in Kenias Grundschulen liefert einen Grundstock für die wachsende Bewegung dort zur Verbesserung des Leseunterrichts. Beim Zusammenstellen von Unterlagen für diese Betrachtung nahmen wir einen inklusiven historischen Standpunkt ein. Daher verwarfen wir nicht jene Forschungsberichte, denen traditionelle Indikatoren an Qualität fehlten, wie beispielsweise solche, die in fachbeurteilten Journalen publiziert sind. Wir nutzten mannigfache Methoden, um relevante Forschung und assoziierte Dokumente zu finden, einschließlich zweier Reisen nach Kenia. Die Betrachtung ist ...

Early Primary Literacy Instruction in Kenya

“…Although the language-of-instruction policy appears to be clear, practical implementation is less straightforward. A lack of instructional materials in the mother tongue and a concern that students who do not begin instruction in English upon school entry will be disadvantaged when they take exit exams combine to increase the use of English in the early primary grades (Muthwii 2004;Commeyras and Inyega 2007). Since this is the period of schooling when students learn to read, the interpretation and (non)application of the language policy is related to the policies on teaching reading.…”

“…Generally, these methods could include teaching the relationships between the letters and their sound (i.e., phonics), teaching words as a whole (i.e., look-say), or a combination of these techniques. Commeyras and Inyega (2007) provide an informative review of the approaches that some Kenyan teachers use. However, many of the studies they reviewed were conducted 20 years ago, so they may not still be applicable.…”

“…findings may be useful to other countries with similar attributes. Extending from Michelle Commeyras and Hellen Inyega's (2007) overview of teaching reading in Kenya, which suggested exploration of instructional methods, we observed the interactions between teachers and students and conducted interviews to explore the intent and perceived limitations of the reading instruction. Such information can inform interventions aiming to improve the quality of literacy instruction.…”

Rethinking teacher preparation and professional development in Africa: an analysis of the curriculum of teacher education in the teaching of early reading and mathematics

“…A prerequisite for learning to read is spoken proficiency and fluency in the language being used to teach reading. Learning to read in a first language (L1) supports the transfer to a second (L2) whereas learning to read initially in L2 or even L3 will disadvantage learners, who may not have sufficient phonological awareness and spoken vocabulary to make sense of any approach (Commeyras and Inyega 2005). Language of instruction in multi-ethnic multilingual contexts has become a matter of concern to African educational policy makers, researchers and scholars in recent times who have expressed worry about the situation of first language illiteracy prevalent in many African contexts.…”

Reviewing published information on reading in Botswana secondary schools

“…As proposed by Commeyras and Inyega (2007), writing is a useful method of inquiry and analysis when conducting comprehensive literature reviews. We engaged in a recursive process in which our writing led to rereading or seeking additional information to taking notes to writing anew.…”