A Descriptive Study Investigating the Impact of Limited English Proficiency on the Reading Difficulties of Kenyan Students in Grades One to Four

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Southwest Missouri State University, 2000 - 108 pages
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The purpose of this study was to investigate if Kenyan teachers believe the reading and writing problems that the Kenyan students experience in schools stem from limited English language proficiency. A survey developed by the researcher was mailed to teachers at the Kenyan Institute of Special Education. The survey contained 25 questions regarding years of teaching experience; languages Kenyan students speak: the types of reading problems; and instructional methods used to teach English language and reading. One hundred thirty surveys were mailed to Kenya in March, 2000; 93 were returned. Eighty-nine surveys were used for data analysis. Analyses included the use of frequencies and percentages as well as cross tabulations. Several conclusions were drawn from the study: (a) Most of the Kenyan teachers believed that most students in lower primary grades in Kenya never learn to read and write English well enough to be promoted to the upper primary level; (b) Most Kenyan teachers believed that limited English proficiency influcenced their students' ability to acquire reading skills; (c) All of the Kenyan teachers surveyed believed that their students exhibited difficulty with grammar; (d) Kenyan teachers taught reading using a variety of methods such as choral reading, reading aloud, and phonic approach; (e) Kenyan teachers used a variety of strategies to teach English.

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