Main Article Content
This paper provides insights on how Early Grade Reading Instruction Curriculum (EGRIC) catalyzed a pedagogical shift and, consequently, began transforming early childhood teacher education in Kenya through reading instruction. EGRIC, themed: All Teachers Teaching Reading All Children Reading, was sponsored by USAIDâ€™s All Children Reading: Grand Challenge for Development and implemented by the University of Nairobi from September 2012 to September 2014. EGRIC developed the capacity of 315 purposively selected UoN pre-service teachers enrolled in Bachelor of Education in Early Childhood Education and 170 in-service teachers to provide reading instruction, assessment and remediation in the early grades (K-3rd grade). The ultimate goal was to infuse EGRIC into UoNâ€™s B. Ed (ECE) program. Data were collected using mixed-method research approaches and analyzed qualitatively and quantitatively. EGRIC workshops and school follow-ups became an odyssey where teachers re-discovered the true meaning of reading instruction. Consequently, 298 teachers were certified as reading teachers at project close-out. Over 17, 800 childrenâ€™s reading skills were impacted; of these, 298 children at-risk of reading failure received weekly one-on-one tutoring and registered improvements in their reading skills and motivation for reading.There is need to open up and/or extend space(s) to foster technical leadership, knowledge sharing, and evidence building around issues of early grade reading instruction and assessment; improving effectiveness, sustainability, and scaling up of early grade reading interventions. The broader goal should be to build capacity of stakeholders to apply evidence-informed practices to increase impact, scale, and sustainability of reading interventions in Kenya and beyond.
This work is licensed under a Creative Commons Attribution 4.0 International License.
Submission of an article implies that the work described has not been published previously (except in the form of an abstract or as part of a published lecture or academic thesis), that it is not under consideration for publication elsewhere, that its publication is approved by all authors and tacitly or explicitly by the responsible authorities where the work was carried out, and that, if accepted, will not be published elsewhere in the same form, in English or in any other language, without the written consent of the Publisher. The Editors reserve the right to edit or otherwise alter all contributions, but authors will receive proofs for approval before publication.
Copyrights for articles published in IJIER journals are retained by the authors, with first publication rights granted to the journal. The journal/publisher is not responsible for subsequent uses of the work. It is the author's responsibility to bring an infringement action if so desired by the author.
Denzin, N. K. (1978). The research act: A theoretical introduction to sociological methods. New York: McGraw-Hill.
EFA Global Monitoring Report (2014). Teaching and learning: Achieving quality for all. Paris: UNESCO.
Merriam, S. B. (1988). Qualitative research and case study applications in education. San Francisco: Jossey-Bass.
Nag, S., Chiat, S., Torgerson, C. &, Snowling, M. J. (2014). Literacy, foundation learning and assessment in developing Ccuntries: Final report. Education Rigorous Literature Review. Department for International Development.
Ngware, M., Abuya, B., Admass, K., Mutisya, M., Musyoka, P., &Oketch, M. (2013). Quality and access to education in urban informal settlements in Kenya. Nairobi: African Population and Health Research Center.
Overall, V. E., &Spielgel, D. K. (1969). Concerning Leas squares analysis of experimental data. Psychological Bulletin, 72, 371-422.
Piper, B. (2010).Kenya early Grade Reading Assessment Findings Report. Triangle Park, NC: RTI International.
Seidman, I. (1998). Interviewing as qualitative research: A guide for researchers in education and the social sciences. New York: Teachers College Press.
Tabachnick, B. G. &Fidell, L. S. (1996).Using multivariate statistics (3rd Ed.). NewYork: Harper & Row.
URC.(2014). Global Reading Network Research Agenda. Washington, D.C.: GRN.
UWEZO (2010). Are our Children Learning? Nairobi: Twaweza East Africa.
Yopp, H. K. (1992). Developing phonemic awareness in young children.The Reading
Teacher. Boston: Allyn & Bacon.