A Study of Reading Abilities Between Selected Government Aided and Private Primary School Pupils in Katabi Town Council, Wakiso District

Abstract

The purpose of this study was to examine the reading abilities between government-aided and private primary schools pupils of Katabi Town Council, Wakiso District. The study was based on a descriptive study design following the qualitative approach to examine the similarities and differences in pupils’ reading abilities and factors influencing pupils’ abilities. The study used qualitative data collection tools. These included, key informant interviews, interview guide, observation, documentary analysis in order to get in-depth and balanced information. The study found out that most pupils in the selected government-aided primary schools have significantly low reading abilities compared to their peers in the selected private primary schools in Katabi Town Council. Lack of reading materials, poor reading culture at home and age at which learners begin school were learner/home background factors downplaying pupils’ reading abilities while limited time allocated for reading, large class sizes and lack of reading materials as significant school-based factors influencing pupils’ reading abilities. Teachers’ dominant use of mother tongue for instruction, poor teaching methods, low attitude of teachers towards reading and poor reading skills among teachers were among the teacher-based factors impeding pupils’ reading abilities. The researcher recommends that pupils are first introduced to reading, the teaching of sound-letter correspondences in Luganda (and other local languages) and English needs to be harmonized. There is need to emphasize reading at lower levels (P1- P3) to build a good foundation for children with exceptional ability to read and children should be encouraged to utilize the reading centres, as there is a correction with reading competencies. There clearly needs to be a more coordinated approach to language policy implementation so that all learners can have the opportunity to learn to read first in their MT and for reading to be beneficial and meaningful for them. Furthermore, it would be worthwhile having more classroom-based studies so as to build a fuller understanding of current classroom practice with regard to the teaching of reading, in different kinds of learning environments. Such studies can help to inform the future development of teacher training. There is also need for head teachers to provide the necessary reading materials in adequate quantities and sensitize teachers to encourage pupils to borrow books that will aid their reading practice and abilities