Educational Barriers To Learning Reading Among Standard Three Pupils With Learning Disabilities In Public Primary Schools In Nyeri County, Kenya

ABSTRACT

This study investigated educational barriers to learning reading among standard three pupils with reading disabilities in public primary schools in Tetu East, Nyeri County, Kenya. The specific objectives of the study were: to find out to what extent failure for early identification and intervention of learners with learning disabilities affect learning to read, find out whether lack of phonological awareness affect learning to read, find out whether lack of instructional materials and the type of instructional method used improves learning to read. This study was based on developmental psychology theory. The research design was descriptive survey research design. The research was conducted in Tetu Sub-County, Nyeri County. The target population was 2461 persons from the entire 15 schools comprising 15 headteachers, 15 class three teachers and pupils. Purposive sampling technique was used to select 8 schools with special education teachers in class three in Aguthi educational zone. Purposive sampling was as well used to select 5 learners from class three with reading difficulties from the sampled schools based on earlier identification assessment method. The total sample comprised of 8 headteachers, 8 class three teachers and 40 pupils. Data was collected using questionnaires that were administered to the headteachers and teachers while pupils were assessed using teacher made assessment test tool. A pilot study was carried and necessary adjustments were made on the tools before data collection from the sample population. Data collected was analyzed using descriptive statistical package for social sciences [SPSS] and the results presented by use of frequency distribution tables, graphs, means, percentages and pie charts. The findings of the study revealed early identification and intervention enhances reading skills, ability through enhanced teaching and learning to read, improved teaching methods, need for more SNE trained teachers. The best teaching method was phonic followed by whole-word/look and say teaching method. Shortage of adequate, suitable teaching and learning equipment in schools were found to be a major cause of reading disability. The study concluded that early identification of learners with reading disabilities and intervention, phonological awareness, availability of appropriate instructional materials and the type of instructional method used improves learning to read. The study recommended that the government and the ministry of education come up with a policy that details how early identification through assessment of learner and intervention measures to be put in place to address various kinds of disabilities. Government should equip public schools with adequate and suitable teaching and learning equipment and resources to cater for the learners with reading disabilities and also consider offering in service of all teachers on special education method to enable them focus on individualized attention.