Reading developmental trends in English language in Kenyan schools

Reading developmental trends in English language in Kenyan schools explores the literacy instructional and acquisition processes in Kenyan context. Most children in Kenya join school with enthusiasm and hope to learn how to read and write very often in English, a language that they do not necessarily speak at home. This is because English is the common language of communication among people from different linguistic backgrounds. More importantly, it is the language of education from primary to tertiary level, which means it is critical that every child in Kenya acquires literacy proficiency in this language. However, for majority of children particularly in early years, reading development in English is difficult and challenging because they come to school with limited vocabulary base and hence weak oral proficiency skills in the language. This book is therefore, based on how word identification skills and oral proficiency interact to influence reading comprehension in lower grades for children who English is a secondary language.

Autorentext

Grace Mwathe est titulaire d'une maîtrise en éducation spécialisée de l'université Massey, en Nouvelle-Zélande, et d'une licence en sciences de l'éducation de l'université Kenyatta, au Kenya. Elle a été enseignante et est actuellement responsable de l'élaboration des programmes au Kenya Institute of Curriculum Development. Elle participe également à des programmes d'évaluation de la littératie et de la numératie en Afrique par l'intermédiaire d'Uwezo et de Palnetwork.