Abstract:
This study investigated the influence of extensive reading programs on learners’ language
skills in language classrooms in Kenya. It discussed the kinds of reading programs and how
they influence the learners’ language skills. The target population was the teachers and
learners of English language in secondary schools in Uasin Gishu County, Kenya.
Convenient random sampling was used to select four secondary schools in Eldoret
Municipality to contribute towards the study by giving information through language tests,
Focus group discussions (FGD) and interview schedules. All the students in the four sampled
secondary schools participated in language tests. Simple random sampling was used to select
12 students from each sampled school to participate in focus group discussions and one
teacher per school to participate in the interview schedule. Instruments of data collection
were tests, focus group discussions and interview schedules. Descriptive techniques such as
narration were used in the analysis of the data collected. The researcher concluded that
secondary schools in Kenya did not have defined reading programs. All they had were
irregular and haphazard reading schedules. She recommended that well designed reading
programs should be implemented in secondary schools in Kenya and teachers should be
exposed to research based knowledge on reading programs through seminars and
workshops.
