Teacher’s Preparedness on Reading Readiness of PP1 Learners in Relation to Academic Performance

Abstract

Reading is one of the important skills of language. It is a basic tool of education whether formal or informal. It is a receptive skill, which involves the ability to meaningfully interpret or decode written or graphic symbols of language. Reading readiness in pre-primary 1 prepares the learner for the basic education in primary school. The objectives of this study was to determine the influence of teacher’s preparedness on reading readiness of PP1 learners in relation to academic performance in Hamisi Sub-county. The study employed Krashen's theory of second language acquisition. Descriptive survey research design was used in the study with a target population of 238 pre-primary schools, 422 pre-primary 1 teachers, 1274 class one teachers and 9892 pre-primary 1 learners. Schools were stratified into three public, private and feeder (2:1:2) to get 90 public, 42 private and 84 feeders preprimary 1 schools. The sampled schools were then distributed across the four zones. Therefore, 15 schools were selected from public, 7 from private and 14 schools were selected from feeder schools giving a total of 36 preprimary 1 schools per zone which participated in the study. Purposive sample method was applied in selecting 216 class teachers from the pre-primary 1 school selected. Data collection tools were questionnaires, interview schedules and observation checklist. A pilot study was done by collecting data from head teachers and teachers in the selected schools. The research instrument was validated by expert and supervisors from the department. The test re-test method was used to test reliability and a correlation coefficient was calculated. The study contributed knowledge to the area of reading readiness in pre-primary 1. Keywords: Reading Readiness, Preparedness, Educational Performance and PP1.