Influence of Oral Skills on Reading Competency of Learners in Rural and Urban Schools in Kenya

Abstract

Listening and speaking are fundamental for a learner’s development of reading competencies. These two skills are as important as reading and writing, and they must be planned for in order to deliver them effectively in the classroom. It is helpful for educators to connect speaking to writing and listening to reading, as each of these two pairs involve similar processes. Speaking and writing are focused on output, while listening and reading are about input and comprehension. The four main language skills usually develop in the order thus: listening, speaking, reading, and writing. The study aimed at establishing influence of oral skills on reading competencies of learners in rural and urban schools in Kenya with reference to Uasin Gishu County. Quasi experimental design was used. The target population was composed of 7213 learners and 40 teachers. Stratified random sampling technique was used to obtain the sample. Data collection was via a reading test and an observation schedule. Reliability of the reading test was determined by use of test-retest and that of the observation schedule was determined by use of split-half method. Descriptive data were analysed by use of frequencies, means and percentages. Independent samples t-test was used to test hypothesis. The results showed that learners in the urban set up performed slightly better than those in the rural areas. The implication of the finding was that school location contributed to a learner’s development of reading abilities. The study concluded that there is a statistically significant difference in reading competency of pupils when compared by location of schools in Kenya. The study recommended that the continuous teacher of English training be encouraged so as to renew teachers’ teaching skills which they obtained while undertaking pre-service courses.