UROP Project
Individual Variability among Learners at Risk of Reading Failure: Evidence from Kenya
Individual Differences, Learning, At Risk Learners, Reading
Research Mentor: Dr. Brenda Wawire, She/her
Department, College, Affiliation: Learning Systems Institute , Education, Health, and Human Sciences
Contact Email: bwawire@fsu.edu
Research Assistant Supervisor (if different from mentor): Dr. Adrienne Barnes-Story Sher/her
Research Assistant Supervisor Email: abarnes@lsi.fsu.edu
Faculty Collaborators:
Faculty Collaborators Email:
Department, College, Affiliation: Learning Systems Institute , Education, Health, and Human Sciences
Contact Email: bwawire@fsu.edu
Research Assistant Supervisor (if different from mentor): Dr. Adrienne Barnes-Story Sher/her
Research Assistant Supervisor Email: abarnes@lsi.fsu.edu
Faculty Collaborators:
Faculty Collaborators Email:
Looking for Research Assistants: Yes
Number of Research Assistants: 2
Relevant Majors: Open to all majors
Project Location: On FSU Main Campus
Research Assistant Transportation Required: No, the project is remote Remote or In-person: Partially Remote
Approximate Weekly Hours: 10 hours , Flexible schedule (Combination of business and outside of business. TBD between student and research mentor.)
Roundtable Times and Zoom Link:
Number of Research Assistants: 2
Relevant Majors: Open to all majors
Project Location: On FSU Main Campus
Research Assistant Transportation Required: No, the project is remote Remote or In-person: Partially Remote
Approximate Weekly Hours: 10 hours , Flexible schedule (Combination of business and outside of business. TBD between student and research mentor.)
Roundtable Times and Zoom Link:
- Day: Thursday, September 4
Start Time: 3:00
End Time: 3:30
Zoom Link: https://fsu.zoom.us/my/brendawawire - Day: Friday, September 5
Start Time: 3:00
End Time: 3:30
Zoom Link: https://fsu.zoom.us/j/98530047573
Project Description
This research seeks to examine how outside classroom factors such as family traits, home literacy environment (HLE), socio-economic status (SES), and individual characteristics impact the education outcomes of children at risk of reading difficulties in Kenya. Specifically, the research examines how these environmental factors and a child's characteristics influence how children respond to targeted remedial intervention or resist treatment. The research will further examine how differences in the aforementioned factors affect the response to targeted interventions. Another primary objective of the research is to examine the causes of reading difficulties among multilingual learners from low-middle-income contexts To understand the sources of reading difficulties among multilingual children, the research will develop and pilot test a screening tool for developmental dyslexia in Kiswahili. The tool will be tested for validity and reliability and used to screen for developmental dyslexia from the sample learners in Kenya. We will also further examine variability in HLE, SES, and family risk among children with reading difficulties. Ultimately, this research will provide education stakeholders with an understanding of individual differences among poor readers and will consequently inform interventions that cater to whole child development. The screening tool for developmental dyslexia will provide direction for stakeholders to develop targeted interventions to support these learners, hence helping many children learn how to read that may have been overlooked or misunderstood before.The research team has made progress toward the targeted project milestones since its inception in January 2025. The following activities have been completed: preparation of data collection tools and obtaining ethical approval from FSU and the National Commission of Science and Technology and Innovation Kenya. Obtaining the Ministry of Education Kenya permit to access schools in the following counties: Tharaka Nithi, Kilifi, Nakuru, Kiambu, and Kitui. The team has so far collected data from 778 children and 778 parents and caregivers. The research team is currently engaged in data cleaning and analysis.
Research Tasks: Literature review, data analysis, writing findings.
Skills that research assistant(s) may need: Recommended qualitative data analysis, literature review skills.
Mentoring Philosophy
Umoja ni nguvu utengano ni udhaifu. Unity is strength separation/division is weakness. This Swahili proverb, one of my favorites, aligns with my belief that we must work together to create a supportive academic culture. Critical components of such an environment are effective communication, mutual respect, and the ability to work toward common objectives while celebrating individual differences. Mentorship is integral in fostering a climate conducive to inclusion, support, and professional growth. Since my early days as a graduate student and throughout various stages of my career, I have significantly benefited from the support of mentors, and it is essential to pay it forward.The following principles guide my mentoring:
Communication and caring. I maintain open communication lines with my mentees and encourage them to ask questions and request support as needed. I am keen to listen to their experiences, concerns, and knowledge and skills they have to share. Fostering a culture of caring in academic work is crucial for me.
Time. Working with a timeline is critical to meeting the needs of the various projects I support. I plan regular meetings with my mentees to check in, provide guidance, and help them maximize their benefits from this experience.
Goal setting: Each semester, I set goals that I endeavor to achieve. When I work with mentees, I share the project goals with them and also help them plan their own goals for the duration of our collaboration.