Abstract:
Teaching reading and success in reading ability is therefore important for young learners. However, the
ability for teachers to teach reading is not well documented. Little research has been conducted on teachers’
competence and attitudes towards reading ability among learners at preschool level. The objective of this study
was to asses reading ability among Pre-School Children in Elgeyo Marakwet County, Kenya. The theory of
planned behaviour and education production function theory guided the study. The study employed the mixed
methods approach. An explanatory research design was used. The target population was all the 1252 pre-school
teachers in Elgeyo Marakwet County Kenya. Multistage random sampling technique was used to select the
participating schools and individual teachers. A sample size of 294 schools was used. The instruments utilised were
questionnaires, and observation schedules. Data was analysed using descriptive statistics. The study results
indicated that the pre-school children reading ability was poor. The study therefore recommended that pre-school
teachers be trained to improve their competency in English phonology as to improve the reading ability of pre-
school children.
