Research Symposium

BIO

Drue is a sophomore from Jacksonville, Florida, working toward her Bachelor of Science in Biological Science with minors in Interdisciplinary Science and Chemistry. She is a member of the honor societies National Society of Leadership and Success and the National Society of Collegiate Scholars. Throughout her sophomore year, Drue has worked as a research assistant under Dr. Brenda Wawire, where she helped compile a literature review matrix and analyze data for Dr. Wawire’s study, Individual Variability among Learners at Risk of Reading Failure: Evidence from Kenya. Following graduation, Drue plans to pursue a career as an anesthesiologist assistant.

Language Practices and Learning Experiences of at-Risk Learners from Kenya: Parent and Teacher Perspectives 

Abstract

Youth literacy rates in Kenya are severely low compared to the global average, creating lifetime educational and economic hindrances. Our research examines the language experiences/practices of children at risk of reading failure in Kenya and the barriers faced by parents and teachers in supporting children with reading difficulties. By understanding these experiences, we can identify how to provide a supportive learning environment and help future generations avoid reading and comprehension difficulties. Our team interviewed 70 parents and teachers in Kenya using Key Informant Interviews that gathered in depth information about their learning settings, home and school language and literacy practices, challenges and barriers, and support of learners. Interviews are currently being analyzed using the Dedoose Software guided by a codebook designed for this research project to identify data trends. Although data analysis is ongoing, several trends have appeared. Many parents and teachers acknowledge students face reading challenges, exacerbated by economic and resource constraints. This research - when shared with education stakeholders - can help find solutions such as educational programs supporting literacy development and suggests the need for future research on intensive schooling programs and targeted resources.

Keywords: Kenya, literacy development, language experiences