ASSESSING READING TO LEARN LITERACY INTERVENTION OF SCHOOL IMPROVEMENT PROGRAMME ON LOWER PRIMARY SCHOOL PUPILS‟ LITERACY SKILLS IN KWALE DISTRICT

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The purpose of this study was to assess reading to learn literacy intervention on lower primary
pupils‟ literacy skills in Kwale District.  The  specific  study objectives included;  assessing  the
extent of application of „reading to learn literacy intervention‟ in daily learning and teaching of
lower primary schools with Rtl programme in Kwale District. To establish how reading to learn
literacy intervention has contributed to literate environment of  lower primary schools in Kwale
District and to evaluate the influence of „reading to learn literacy intervention‟ on performance in
literacy skills among lower primary pupils in Kwale District. The study adopted a cross-sectional
survey research design targeting all the schools, teachers, head teachers, pupils and School
Improvement Programme (SIP) officer  implementing „Reading to  Learn (RtL) programme in
Kwale District. Data was collected using questionnaires, interviews, tests and observations.
Collected data was cleaned, coded and analyzed using descriptive statistics such as mean,
frequencies and percentages and Analysis of Variance (ANOVA) to describe and summarize
data.  The study found that; Most  lower primary school teachers implement reading to learn
programme in their daily instructional practices, In addition, the majority teachers are motivated
to implement  the programme.  The study also found that there was adequate instructional
supervision of Rtl programme by the headteachers and SIP officer. It was also evident that lower
primary schools were rich in terms of their literate environment. The findings are likely to assist

Author: 
CELINE NATECHO VICTORY LUSWETI
Unit: 
COMMTECH

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