An integrative review of teaching reading in Kenyan primary schools

• Published in: Reading research quarterly 2007-04, Vol.42 (2), p.258-281
• Main Authors: COMMEYRAS, MICHELLE, INYEGA, HELLEN N.
• Format: Article
• Language: English
• Subjects: Adult literacy; African languages; assessment; childhood; Children; Childrens literature; code; college; Cultural instruction; early childhood; Education; Educational Research; Elementary education; Elementary Schools; family; Foreign Countries; home; home school; inservice; instructional; Journals (Academic); Kenya; Language; language learners; Language of Instruction; Languages; learner; Learning; Linguistics; Literacy; Medium of instruction; multilingualism; Native languages; preservice; Primary Education; profdev; Professional Development; Reading; Reading Instruction; Reading Materials; Religion; second learning; standardized; Standardized tests; strategies; Teacher Educators; Teachers; Teaching; topic; type
• ISSN: 0034-0553; 1936-2722
• DOI: 10.1598/RRQ.42.2.3

This Integrative review on the teaching of reading in Kenyan primary schools provides a foundation for the growing movement there to improve reading education. In gathering sources for this review, we took an inclusive historical stance. Thus, we did not dismiss research reports that lacked traditional indicators of quality such as being published in peer-reviewed journals. We used multiple methods to find relevant research and associated documents, including two trips to Kenya. The review is organized by six topics: (a) language of instruction, (b) reading instruction, (c) reading materials, (d) reading culture, (e) assessment, and (f) teacher development. The review concludes with six proposals for policymakers, educational researchers, and teacher educators for the development of reading instruction based on what we learned in reviewing the literature. The first proposals are intended specifically to address the teaching of reading in Kenya, but they may be relevant to other sub-Saharan nations. The final proposal encourages others to conduct similar reviews to make possible a handbook of reading in Africa. /// [Spanish] Esta revisión integradora sobre la enseñanza de la lectura en las escuelas primarias de Kenia proporciona fundamentos para el movimiento creciente para el mejoramiento de la educaciónen lectura. En la recolección de las fuentes de esta revisión tomamosuna posición histórica abarcadora. Por ello no descartamos informes de investigación que carecieran de 1os indicadores de calidad tradicionales corno haber aparecido en publicaciones evaluadas por pares. Usamos múltiples mótodos para hallar investigaciones relevantes y documentos relacionados, incluyendo dos viajes a Kenia. La revisión se organiza en seis tópicos: (a) lengua de enseñanza, (b) enseñanza de la lectura, (c) materides de lectura, (d) cultura escrita, (e) evaluación y (f) formación docente. La revisión concluye con cinco propuestas para elaborar politicas, formar investigadores en educación y capacitadores de docentes para el desarrollo de la enseñanza de la lectura basadas en aquello que aprendimos al revisar la literatura. Las primeras cuatro propuestas tienen como propósito especifico abordar la enseóanza de la lectura en Kenia, si bien podrían ser relevantes tambión para otras naciones subsaharianas. La propuesta final estimula a otros a realizar revisiones similares para hacer posible un manual de la lectura en África. /// [German] Diese integrative Betrachtung über den Le