Early Primary Literacy Instruction in Kenya
We report on a study that used observations, conversations, and formal interviews to explore literacy instruction in 24 lower-primary classrooms in coastal Kenya. Specifically, we report the ways literacy instruction is delivered and how that delivery aligns with practices understood to promote read...
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| Veröffentlicht in: | Comparative education review 2012-02, Vol.56 (1), p.48-68 |
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| container_end_page | 68 |
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| container_issue | 1 |
| container_start_page | 48 |
| container_title | Comparative education review |
| container_volume | 56 |
| creator | Dubeck, Margaret M. Jukes, Matthew C. H. Okello, George |
| description | We report on a study that used observations, conversations, and formal interviews to explore literacy instruction in 24 lower-primary classrooms in coastal Kenya. Specifically, we report the ways literacy instruction is delivered and how that delivery aligns with practices understood to promote reading acquisition. We find (1) prioritization of developing oral language skills over teaching the relationships between sounds and symbols, (2) enablers to literacy instruction that are the result of teachers’ efforts, and (3) constraints to successful literacy instruction as perceived by the teachers. We identify challenges and opportunities to improve literacy instruction in English and Swahili. |
| doi_str_mv | 10.1086/660693 |
| format | Article |
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H.</creatorcontrib><creatorcontrib>Okello, George</creatorcontrib><title>Early Primary Literacy Instruction in Kenya</title><title>Comparative education review</title><description>We report on a study that used observations, conversations, and formal interviews to explore literacy instruction in 24 lower-primary classrooms in coastal Kenya. Specifically, we report the ways literacy instruction is delivered and how that delivery aligns with practices understood to promote reading acquisition. We find (1) prioritization of developing oral language skills over teaching the relationships between sounds and symbols, (2) enablers to literacy instruction that are the result of teachers’ efforts, and (3) constraints to successful literacy instruction as perceived by the teachers. 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H.</au><au>Okello, George</au><format>journal</format><genre>article</genre><ristype>JOUR</ristype><ericid>EJ972018</ericid><atitle>Early Primary Literacy Instruction in Kenya</atitle><jtitle>Comparative education review</jtitle><date>2012-02-01</date><risdate>2012</risdate><volume>56</volume><issue>1</issue><spage>48</spage><epage>68</epage><pages>48-68</pages><issn>0010-4086</issn><eissn>1545-701X</eissn><coden>CEDRDJ</coden><abstract>We report on a study that used observations, conversations, and formal interviews to explore literacy instruction in 24 lower-primary classrooms in coastal Kenya. Specifically, we report the ways literacy instruction is delivered and how that delivery aligns with practices understood to promote reading acquisition. We find (1) prioritization of developing oral language skills over teaching the relationships between sounds and symbols, (2) enablers to literacy instruction that are the result of teachers’ efforts, and (3) constraints to successful literacy instruction as perceived by the teachers. We identify challenges and opportunities to improve literacy instruction in English and Swahili.</abstract><cop>Chicago</cop><pub>University of Chicago Press</pub><doi>10.1086/660693</doi><tpages>21</tpages></addata></record> |
| fulltext | fulltext |
| identifier | ISSN: 0010-4086 |
| ispartof | Comparative education review, 2012-02, Vol.56 (1), p.48-68 |
| issn | 0010-4086 1545-701X |
| language | eng |
| recordid | cdi_crossref_primary_10_1086_660693 |
| source | Jstor Complete Legacy; Education Source; PAIS Index |
| subjects | Alignment (Education) Children Classroom observations Classrooms Delivery Systems Developing countries Discourse Analysis Educational policy Educational Practices Elementary Education Emergent Literacy English language Foreign Countries Grade 1 Grade 2 Interviews Kenya Language instruction Language proficiency Language Skills Languages LDCs Literacy Native languages Observation Oral Language Performance Factors Reading Achievement Reading Instruction Syllables Teacher Behavior Teachers Teaching Teaching Methods |
| title | Early Primary Literacy Instruction in Kenya |
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