| dc.description.abstract | This study examined the usage of Information Communication Technologies (ICTs) in
enhancing reading in early grade learners in Wakiso district, central Uganda. It explored the
availability and rationale of adopting ICTs in developing reading skills and examined how they
were being used to enhance reading. The study was aroused by low reading levels among young
learners, which were likely to be worsened by the schools' closure due to the novel Coronavirus
Disease 2019 (COVID – 19) pandemic. The study adopted a case study research design that
applied qualitative approaches. It was conducted in two Education Childhood Development
Centres (ECDCs) because of their lead in employing ICTs to teach learners during the COVID 19 lockdown. The participants of the study included four teachers, six learners and their
respective parents, two headteachers, and two Information Technology (IT) professionals who
were purposively sampled based on their involvement in the reading process of learners in early
grades. Data were collected using in-depth interviews, observation and document analysis tools
and analysed by thematic analysis technique. The findings of the study revealed that computers,
laptops, smartphones, and reading software applications (Apps) such as Jolly Phonics were used
to enhance reading. It was established that parents and teachers have a strong desire to use ICTs
to enhance reading especially during schools‟ closure period, but are limited by ICT tools,
internet data costs, cost of internet and ICT softwares, and poor IT skills. The study concludes
that the usage of ICTs enhances reading fluency, alphabetical awareness, blending of sounds to
build words and sentences, developing vocabularies, and enhancing comprehension. The study
recommends that all stakeholders should put efforts together to sustain and extend the usage of
ICTs to ensure the continuity and enhancement of reading | en_US |
