Early Primary Literacy Instruction in Kenya

Dubeck, Margaret; Jukes, Matthew; Okello, George

doi:10.1086/660693

Cited by 76 publications

(40 citation statements)

References 32 publications

(27 reference statements)

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“…As Elfrieda Hiebert and her colleagues noted, ''a diet heavy on oral reading with an emphasis on speed is unlikely to lead to the levels of meaningful, silent reading that are required for full participation in the workplace and communities of the digital-global age'' (Hiebert et al 2012, p. 111). However, given the widespread use of oral fluency measures around the world, and the dependence on oral reading as an instructional method in Kenya (Dubeck et al 2012;Piper and Mugenda 2012), we chose to examine an oral measure in this study.…”

Section: Background and Contextmentioning

confidence: 99%

“…For example, in Kenya, reading instruction focuses on whole-class oral repetition rather than text-based work (Dubeck et al 2012). In the average primary classroom, with insufficient textbook supplies, students do not spend much time reading silently as this would require a 1:1 ratio of books to students whereas the average in Kenya is 1:3 (Piper and Mugenda 2012).…”

Section: Background and Contextmentioning

confidence: 99%

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Assessing reading fluency in Kenya: Oral or silent assessment?

Piper¹,

Zuilkowski

2015

Int Rev Educ

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In recent years, the Education for All movement has focused more intensely on the quality of education, rather than simply provision. Many recent and current education quality interventions focus on literacy, which is the core skill required for further academic success. Despite this focus on the quality of literacy instruction in developing countries, little rigorous research has been conducted on critical issues of assessment. This analysis, which uses data from the Primary Math and Reading Initiative (PRIMR) in Kenya, aims to begin filling this gap by addressing a key assessment issue -should literacy assessments in Kenya be administered orally or silently? The authors compared second-grade students' scores on oral and silent reading tasks of the Early Grade Reading Assessment (EGRA) in Kiswahili and English, and found no statistically significant differences in either language. They did, however, find oral reading rates to be more strongly related to reading comprehension scores. Oral assessment has another benefit for programme evaluators -it allows for the collection of data on student errors, and therefore the calculation of words read correctly per minute, as opposed to simply words read per minute. The authors therefore recommend that, in Kenya and in similar contexts, student reading fluency be assessed via oral rather than silent assessment.

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Section: Background and Contextmentioning

confidence: 99%

Section: Background and Contextmentioning

confidence: 99%

Assessing reading fluency in Kenya: Oral or silent assessment?

Piper¹,

Zuilkowski

2015

Int Rev Educ

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“…Indonesian has been established as the language of instruction in schools [4] (the Education Act No. 20 year 2003)Thus, the language becomes the language of instruction at all levels of education, including primary school level.…”

Section: Introductionmentioning

confidence: 99%

“…The beginner can use the contrast that occur in both languages and use Indonesian language as the language of instruction and as a subject.. Similar conditions occurred in Kenya, when Margaret conducted a study on improving reading competence for elementary school student [4]. been set as the language of instruction at all levels of educatio [5] .…”

Section: Introductionmentioning

confidence: 99%

Contrastive Analysis of Indonesian and Javanese Languages and Its Prospective Implication for Language Learning

Sulistiyono¹,

Suyata²,

Rahayu³

2017

Proceedings of the 1st Yogyakarta International Conference on Educational Management/Administration and Pedagogy (YICEMAP 2017)

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Abstract-This study was aimed at analyzing contractive comparisons between Indonesian language and Javanese one. Both languages are belong to the Western Malay Polynesian group, but then have developed under varieties of influences and have experienced differences in some respects. The contrasts between both languages could provide contributions for students whose Javanese and Indonesian learner as their L1 and L2 respectively. For gaining the data of contradictions between Indonesian and Javanese, a survey using contrastive language comparison method was done. The instrument was using network system which contains 500 vocabularies. The data were in the form of descriptive qualitative. The results indicated some contrasts between Indonesia and the Javanese languages. The result of this study is feasible to be used as Indonesian teaching materials based on Javanese language.

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“…Good instruction matters. Equipping teachers with the necessary skills to teach literacy is fundamental to improving the literacy achievement of learners in the early primary grades (Dubeck et al, 2011;Dubeck et al, 2015;Pretorius, 2014;Sailors et al, 2014). Therefore, the final goal for the PAR action plan was to determine which early literacy skills should be addressed and how to provide greater opportunities for learners to engage in meaningful literacy activities.…”

Section: Recommendationmentioning

confidence: 99%

Sharing the Looking Glass: Examining Action Research with Early Literacy Teachers in Lesotho, Africa

Hough¹

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Early Primary Literacy Instruction in Kenya

Cited by 76 publications

References 32 publications

Assessing reading fluency in Kenya: Oral or silent assessment?

Assessing reading fluency in Kenya: Oral or silent assessment?

Contrastive Analysis of Indonesian and Javanese Languages and Its Prospective Implication for Language Learning

Sharing the Looking Glass: Examining Action Research with Early Literacy Teachers in Lesotho, Africa

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