Relationship between Early Grade Reading Programme Monitoring Systems and Pupils' Acquisition of Reading Skills in Public Primary Schools in Bungoma North Sub-County, Kenya
Abstract
Early grade reading skills are essential skills that shape the academic journey of children from primary schools to higher levels of education and later in life. This paper examines the effect of monitoring systems on the implementation of the early grade reading programme in public primary schools in Bungoma North Sub-County, Bungoma County, Kenya. A total of 108 public primary schools in Bungoma North Sub-County were targeted, with the population involving head teachers, Grade 1 – 3 pupils and teachers. The paper was anchored on a descriptive survey research design. A sample size of 12 schools (Grade 1 – 3 classes), 104 teachers were selected using a stratified random sampling approach. The questionnaire schedule and Early Grade Reading Assessment [EGRA] reading task were used as instruments of data collection. Quantitative data analysis involved the use of descriptive and inferential statistics. The study found that there existed a significant positive effect of the monitoring system (r=0.221, p<0.05) of the Early Grade Reading programme and learners’ acquisition of reading skills in public primary schools in Bungoma North Sub-County, Kenya. Some of the challenges that affected the undertaking of regular monitoring and supervision of EGRA reading programmes were inadequate curriculum support officers, a lack of feedback systems and low involvement of parents in following up and supporting their children's homework assignments. The paper has identified areas for improving EGRA implementation by suggesting the need to have a stronger engagement from parents and guardians in reading programmes, curriculum supervisors to regularly oversee the implementation of the programme in schools, adequate teacher training and head teachers to act as mentors in ensuring that teachers are well coached and supported in the implementation of EGRA in schools.
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Copyright (c) 2025 Wanyama Florence Nafula, Felicity Murunga, PhD, Stella Kabesa, PhD
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