School systems in Kenya and Louisiana reflection

While reading Chapters 2 through 4, I came across research, that introduces our approach to this topic. Please read the research and its results and share the following:

• Is this information reflective of our school system in Louisiana?
• What are some of the key similarities that you can identify with your own teaching experience and what the school system in Nairobi had?
• If you were to make changes and recommendations would yours be similar to the researcher(s) or different?

Journal of Education and Practice www.iiste.org
ISSN 2222-1735 (Paper) ISSN 2222-288X (Online)
Vol.7, No.33, 2016
207
A Survey of Approaches Used in Teaching Reading in Early
Childhood Classes in Dagoretti and Westlands Divisions, Nairobi
County, Kenya
Dr. Esther Wairimu Marima
Department of Education, Pan Africa Christian University, P.O Box 56875-00200 Nairobi, 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
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 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
1.0 Introduction
Reading is basic and fundamental to acquisition of language and learning which leads to high academic
performance. The ability to read with understanding is also one of the most important skills not only in learning
English language, but also in other subjects (Ellis, 1985). Reading in early years of schooling should among
other things, aim at reading for pleasure through learners exposure to a variety of reading materials. Stern (1983)
argues that reading widely helps learners to develop a word band of vocabulary, and exposes them to new ideas
and sentence structures that are used later to communicate both verbally and in the written form (Gathumbi,
2008)
2.0 Literature Review
A preponderance of reading theories identifies two strategies in reading; the phonological and the visual
strategies. The phonological strategy is the process which involves separating the word into sounds (phonemes
and or syllables) and then associating each part with a sound and then blending the sounds together (Siegel,
1985). Phonics method is probably the best known and widely used method in teaching of reading and writing in
the English language. It relies on children being taught the alphabet first. They learn the names of the letters and
the sounds they make, once they have learnt the letter sounds they begin to blend two letters to make simple
words then three letters. With the whole word approach also known as look and say, children learn to
recognize whole words or sentences rather than individual sounds. Here the learner will look at a word which the
teacher reads and repeat the word. If a picture is not used with the word, the child will master the shape of the
word (Mercer, 2001).
Uwezo (2011) an organization that promotes learning in East Africa, has released an assessment for
teaching and learning in the region indicating low level of learning in the institutions. The children, the report
says, are not reading and 1 out of 3 lacks basic literacy and numeracy skills. 2 out of 10 class 7 pupils do not
have class 2 competencies. Studies have indicated that teachers lack adequate skills to transfer knowledge to
learners and teacher training colleges need to do more. Are they aware of phonics and whole word approaches
and are they using them? Could this be the reason why some children cannot read, leading to low levels of
learning hence poor KCPE performance and subsequent poor general academic achievement? The latter farther
jeopardizes the countrys social and economic growth.
In teaching of English Language, Bunyi (2008) laments that for the last three decades; Kenyan
newspapers have carried articles that decry the poor English skills of primary, secondary and even college
students but in spite of the crucial role reading plays in literacy development, reading is not taught as a subject in
our Kenyan schools but as one of the four skills within the English Language. English as a subject is allocated
seven lessons of which only two are on reading. It is therefore expected that children are taught reading within
the English language which may not be adequate for this vital skill and for teachers to use the well structured
phonics and whole word approaches in teaching of reading.
Journal of Education and Practice www.iiste.org
ISSN 2222-1735 (Paper) ISSN 2222-288X (Online)
Vol.7, No.33, 2016
208
3.0 Study Methodology
The study employed a descriptive survey design. The survey design was adopted because the focus of the study
was to observe, describe and document aspects of a situation as they naturally occur. Gay (2003) states that a
descriptive survey is a process of collecting data in order to answer questions concerning the current status of the
subject. While Abagi (1995) asserts that a descriptive survey research attempts to describe what is in a social
system such as the school. Although Verma (1981) claim that a survey does not seem to aspire to develop an
organized body of knowledge, they also point out the fact that it does provide information for further research of
an experimental nature. Descriptive survey research was intended to produce statistical information about
aspects of education that interest policy makers and educators. It is for this reason that the study chose the design
which involves observation of situations in the selected schools.
4.0 Findings and Discussion
The following section presents the findings and discussions from the study.
4.1 Methods Teachers used in the Teaching of Reading
This section discusses the methods teachers use in teaching of reading in early childhood. The section also
analyses the best and recommended methods of teaching by the head of departments. Figure below present
Teachers methods of Teaching Reading in both pre-unit and class three.
Figure 1: Methods used by Teachers in Teaching of Reading
0
10
20
30
40
50
60
70
80
90
Phonic Method Whole Word
method
Language
Experience
90
10
70
20
10
Percentage
Pre Unit
Teacher
Percent
The study revealed that majority of pre-unit teachers (90%) used the phonics method, followed by (10%)
who indicated that they used whole-word method. On the other hand 70% of class 3 teachers used phonics while
20% used whole word and 10% language experience. From the study findings phonics method is the choice
method for both pre-unit teachers and class 3 teachers. Whole word method was used by preschool and class 3
teachers while language experience was used by few class 3 teachers. In general both pre-unit and class three
teachers reported that some teachers may be using certain instructional methods they are not sure of which
demonstrates lack of proper training.
The literature reviewed in the study identified phonics as one of the most preferred methods used in
teaching of reading in early childhood levels in Kenya. According to the reviewed research on use of phonics,
this could be causing much damage to learners because not all words written in English can be read using
phonics. This is made worse by the fact that most teachers do not have phonological skills needed to effectively
handle children with phonemic problems. As observed by Maneno (2008, cited in Runo, 2010) this could be
contributing to the poor performance in reading hence poor performance in English and the overall academic
performance.
4.2 Best Method for Teaching Reading According to the Teachers
Besides phonics and whole word approaches, the study sought to find out what teachers considered as Best
method and why. The results are presented in Table 1.
Journal of Education and Practice www.iiste.org
ISSN 2222-1735 (Paper) ISSN 2222-288X (Online)
Vol.7, No.33, 2016
209
Table 14: Best Method for Teaching Reading according to the Teachers
Method of teaching Pre-unit teacher Class 3 teacher
Frequency Percent Frequency Percent
Phonic method 18 90 14 70
Participatory 0 0 0 0
Look and say 2 10 2 10
Use of sounds 0 0 2 10
Rhymes and songs 0 0 0 0
Language Experience 0 0 2 10
TOTAL 20 100 20 100
Table 1 shows that phonic method of teaching was rated as the best method of teaching by pre unit
teachers and the class 3 teachers 18 (70%). Other methods that were also considered for teaching of reading are
look and say, by ten percent 2 (10%) percent of the pre-unit teachers and a similar percentage of class three
teachers while use of sounds and language experience was used by 2 (10%) of the class 3 teachers.
4.3 Recommended Methods for Teaching and Reading
The study also collected data on recommended methods for teaching reading from the Heads of Departments.
The results are presented in Figure.
Figure 2: Recommended Methods for Teaching Reading
-10
40
90
Phonic
Method Pictures
Method Look and Say
Method
60
20
20
Percentage
HOD
Figure 2 shows that majority (60%) of pre-unit teachers recommended phonic method, 20%
recommended pictures method while 20% more recommended look and say method. Literature reviewed
indicate that scholars have tried valiantly, inventing many teaching methods, in the hope that all children could
read, however whatever methods that have been used to teach English reading, a few children always struggle in
vain never achieving literacy. Those who choose phonics and whole word approaches have varying reasons for
their choice even as the debate as to which one is superior continues.
4.4 Reasons Why Teachers Prefer Phonics Method
The study revealed that most teachers prefer phonics method. The study went further to obtain reasons as to why
teachers preferred this method. The results are presented in Table 2..
Table 15: Reasons Why Teachers Prefer Phonics Method
Reasons Pre-unit teacher Class 3 teacher
Frequency Percent Frequency Percent
Easy to understand 12 60 8 40
Increases comprehension 2 10 4 20
Quickens reading ability 6 30 8 40
Total 20 100 20 100
Table 2 shows that 12(60%) of that when used, phonic methods makes it easier
for learners to understand, followed by 6 (30%) who said it quickens reading ability, while 2 (10%) said that it
quickens comprehension. Some of the teachers 8 (40%) of class 3 teachers said that the phonic method makes it
easier for students to understand with an equivalent number 8(40%) saying that it quickens reading ability while
4 (20%) of class 3 teachers said that the phonic method increases comprehension., These findings corroborates
NRP (2001) and is in agreement with (Adams, 2001) that phonics are found to be most effective when taught
systematically. This means that it is necessary to work on the phonics needed at the learners reading level which
Journal of Education and Practice www.iiste.org
ISSN 2222-1735 (Paper) ISSN 2222-288X (Online)
Vol.7, No.33, 2016
210
in this case include early childhood level. However, it was not clear from the study whether the teachers are well
equipped to teach phonics systematically at the level of early childhood development classes or have the
knowledge base required to teach children how to read without losing them at this early stage.
5.0 Summary
The study revealed that majority of pre-unit teachers (90%) used the phonics method, followed by (10%) who
indicated that they used whole-word method. In addition, 70% of class 3 teachers used phonics while 20% used
whole word and 10% language experience. The study further revealed that phonics method is the choice method
for both pre-unit teachers and class 3 teachers. In general both pre-unit and class three teachers reported that
some teachers may be using certain instructional methods they are not sure of which demonstrates lack of proper
training. The study also showed that Phonic method of teaching was rated as the best method of teaching by of
pre unit teachers and the class 3 teachers 18 (70%). From the study 12(60%) of that
they preferred phonic method because when used it becomes easier for students to understand, followed by 6
(30%) who said it quickens reading ability, while 2 (10%) said that it quickens comprehension.
6.0 Conclusion
Majority of pre-unit teachers used the phonics and whole-word method while majority of class 3 teachers used
language experience. Phonic method of teaching is the most preferred method of teaching and the most
recommended by the heads of departments. Reasons why Phonic method was the most preferred method of
teaching reading were that it was easier for pupils to understand, and quickens reading ability and
comprehension. The study concludes that Policy makers in this case the Ministry of Education (MOE) and
affiliated institutions have not done enough to educate and mobilize stakeholders by creating awareness on the
importance of early childhood education. There is also inadequate supervision of Early Childhood programs and
therefore teachers use methods of their choice. As a result, pre-school children may not acquire the intended
skills including reading skills.
7.0 Recommendation
The study recommends that the Ministry of Education should draw clear policy guidelines on how to use phonics
and whole-word or any other methods of teaching reading. This can be done by giving specific objectives to be
achieved at every level of reading. The existing Early Childhood Development Service Standard Guidelines for
Kenya should be revised to be more specific. This should provide clearer guidelines on implementation of the
ECD policy framework, the quality and provision and accessibility of learning materials.
The Ministry of Education should take full charge of Early Childhood Education in the same manner it
has taken basic and higher education. In the same light it should provide guidelines and oversight on the right
approach that is holistic to be applied in all Early Childhood Centers in the country. It is also the responsibility of
the ministry to provide policy and more importantly ensure that it is implemented. The current policy is
confusing in the sense that it states that the medium of instruction from standard Four is English language yet the
pre-school teachers are using English as the medium of instruction.
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