Abstract:
Extensive reading is a multifaceted process involving word recognition,
comprehension, fluency, and meaning. It requires that one identifies, coordinates,
constructs and makes meaning out of print. The Kenyan education system recognizes
extensive reading as an opportunity for learners to explore their interests, gather
information, improve their knowledge of English language and gain competence in
language skills. The purpose of this study was to investigate extensive reading and its
influence on language skills among learners of English Language in secondary
schools in Kenya. The objectives of the study were: To find out the influence of
extensive reading programmes in secondary schools on learners’ language skills, to
determine the kinds of reading materials that influence learners’ language skills, to
establish the types of extensive reading activities that influence learners’ language
skills, to establish the challenges that learners face and to identify possible solutions
to the challenges. The variables of the study included; extensive reading as the
independent variable and language skills as dependent variables. The study adopted
Piaget’s theory of psychological constructivism which states that learning is an
activity of knowledge construction by the individual learner. The researcher adopted
the relativist-interpretivist philosophical paradigm, hence used the qualitative research
approach. The target population comprised learners and teachers of English language
in secondary schools in Uasin Gishu County. The instruments of data collection were
interviews schedules, tests and focus group discussions. Purposive sampling
techniques were used. The study findings revealed that students hardly read
extensively, due to the challenges encountered, schools lacked organized extensive
reading programmes and activities and also lacked reading materials of interest to
learners. It was concluded that drills were the main source of language input to
learners. The study recommended that: the Ministry of Education should come up
with policies that promote extensively reading in schools and sensitize teachers on its
importance through seminars and workshops.
