Examining the Influence of Familiar Word Recognition on Performance of English Reading in Standard One: A Case of Keiyo Sub- County, Kenya

Agnes Chepchumba, Alice Limo, and Rachel Koross 

Abstract 

A word is familiar to a learner when he or she is able to decode it (sound out the word). Familiar word recognition is a reading readiness skill that marks the final alphabetic phase. Reading acquisition is successful when a learner is able to automatically recognize many words. This study was guided by two specific objectives: to examine the ability of a learner to recognize familiar words in Standard One and to establish the influence of familiar word recognition on the performance of English Reading in Standard One. Questionnaires and an Early Grade Reading Assessment tool were used to collect both qualitative and quantitative data. Stratified and random sampling techniques were used to select 26 schools and 78 teachers. Fifty two (52) Standard One pupils from sampled schools were assessed of whom two were selected using simple random sampling from each of the classes.  To analyze results, descriptive statistics were used. The level of significance was computed at α=0.05. The regression results indicated a significant relationship between learners’ ability to recognize a familiar word and English reading performance with p = 0.000. Based on the findings, we recommend that Pre-school and primary school teachers should label objects in the classroom to increase the number of words made familiar to the learners. In addition, Kenya Institute of Curriculum Development (KICD) should develop computer programs that provide Pre- school with correct letter sound models. 

 

Key words: Preschool, Familiar Word Recognition, Reading Performance

Contact Author: Agnes Chepchumba, University of Eldoret,

 

To cite this article:Chepchumba, A., Limo, A. & Koross, K. (2018). Examining the Influence of Familiar Word Recognition on Performance of English Reading in Standard One: A Case of Keiyo Sub- County, Kenya., Journal of African Studies in Educational Management and Leadership  Vol. 10. pp 36-50

 

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  Available online  December 2018
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