Abstract:
The study concentrated on Influence of Methods in Teaching Reading on Pupil
Acquisition in Lower Primary Classes of Trans-Nzoia West Sub-county. As reading
literacy is a skill, which is ground of almost all processes of learning and is necessary
learners not only to acquire languages but also to learn other subjects. The study was
guided by the following objectives; to analyze phonic methods used in teaching reading,
to explore forms of sight methods used in teaching reading, to determine differences if
any, based on choice of methods of teaching reading, to determine the most effective
method of teaching reading. The numerous challenges in reading may help to give future
solutions. The study employed the survey method which combined the procedures such
as questionnaires, interviews and observation. The target population was drawn from
standards two, drawn from primary schools in the Sub-County. The class two teachers
were selected using simple random sampling where every teacher had an equal chance of
being selected. The children were selected using systematic sampling method. In every
class 20 children represented the rest, For the schools cluster sampling was used where it
selected one school from each of the three divisions which are:1 from Saboti,1from
Kiminini and the last one from Central division, out of 125 schools 3 were selected.
Eight teachers represented the total 130 grade two teachers. 60 pupils represented the
5000 pupils in the sub- County. This is just a sample of the whole sub-county. The tools
included teacher questionnaires which assessed their competencies and pupil observation
checklists which assessed the scores to assist in determining which among these methods
was the best to use in teaching reading. There were methods of teaching reading such as
the phonic method, look and say method and eclectic approach. The independent
variables were the teaching methods in the teaching of reading using phonic and sight
methods and their effect on achievement, while the dependent variable was the teaching
of reading. It employed the schema theory by Jean Piaget which states that all
knowledge is organized into units of knowledge or schemata, that meaning does not lie
solely in the print itself, but interacts with the cognitive structure present in the reader’s
mind. On word attack 33% of the learners showed the confidence to attack words that
are not familiar. This means that most of them are lacking sounds alphabetically,
because it is expected that using sounds, they should be able to vocalize new words. A
majority (83%) were able to pick out words that start with particular letters. This also
means that they had developed the aspect of retention that is necessary in reading. It was
clear that as much as phonic methods were relevant, the superior approach was the sight
methods and this was based on developmental psychology as espoused by Jean Piaget.
The outcomes showed that sight method were more attuned to the expectations of
teaching reading though there were aspects of phonic methods that were also observed.
Because of the benefits realized in both, a careful blending(Eclectic) that had more of
sight and less of phonic could go a long way in enhancing reading acquisition. Many
teachers were themselves found to have challenges in phonic methods tests and generally
had problems with pronunciation and diction of words. When these teaching methods are
tackled effectively teachers in the training colleges will benefit from the study and
learners in the early years. In line with the study findings, this study recommends that
children need to be given enough practice and training materials so that they can have
enough exposure to improve their English reading skills. However, the study could not
establish how teacher qualifications and also availability of student training materials
influencing the reading abilities of lower primary pupils. The researcher therefore
recommends that further studies should be done assessing the role of teacher
qualifications and availability of learning materials on English reading.