Utilization of Interpretive Reading for achievement in Reading Skills in Secondary Schools in Kenya

Abstract

Interpretive reading as an approach in teaching reading enhances the fluency and comprehension through using of expression, phrasing, reading rate and smoothness. Learners in Kisumu County have reflected incompetence in reading skills resulting in below average performance in English language examinations. This study sought to examine effect of interpretive reading on achievement in reading skills of secondary school learners. Using social constructivist theory, the study adopted quasi experimental pretest posttest design. To obtain the data, participants in experimental groups(n=205) and control groups(n=221) were administered a pretest and posttest, while 19 teachers were interviewed. Questionnaires were also administered and lessons observed. Multiple linear regression and T-test were used to analyse data. The study revealed a positive and statistically significant relationship between interpretive reading and achievement in reading skills. However, reading rate with p=0.86 was found not a significant predictor on its own. The post test results revealed statistically significant differences at significance level (α = 0.05) due to intervention of interpretive reading which favoured the experimental groups’ achievement in reading skills. In the light of the results, the study has implications on both teachers and learner’s engagement in interpretive reading during reading skills instruction.