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首页> 外文期刊>Journal of Education and Practice >A Survey of Approaches Used in Teaching Reading in Early Childhood Classes in Dagoretti and Westlands Divisions, Nairobi County, Kenya
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A Survey of Approaches Used in Teaching Reading in Early Childhood Classes in Dagoretti and Westlands Divisions, Nairobi County, Kenya

机译：肯尼亚内罗毕县德塔托迪和韦斯特兰师初期幼儿课程教学方法调查

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Reading proficiency has been identified as one of the most reliable indicators of whether a learner will attain the competence needed to achieve academic success and contribute actively to society. Research findings in Kenyan primary and secondary schools reveal inadequate reading skills among the students. There are different approaches in teaching of reading in early learning. The study sought to establish teachers’ orientation in reading instructions in early childhood settings and adopted the descriptive research design using the survey method and observation technique. A sample of 10 primary schools from Dagoretti and 10 from Westlands Divisions in Nairobi County were studied. The study concludes that although most teachers indicated that they were confident, they also indicated that they were not well equipped with the relevant teaching methods. Majority of pre-unit teachers used phonics and others whole-word methods. Lack of reading materials and guidelines was the most cited challenge faced by early learning teachers. The study recommends clear policy guidelines on how to teach reading and compulsory in-service training for teachers on how to teach reading and create awareness on use of phonics and whole word approaches in teaching of reading.
机译：阅读熟练程度已被确定为最可靠的指标之一，是学习者是否会达到实现学术成功所需的能力，并积极贡献社会。肯尼亚中小学的研究发现揭示了学生的阅读技巧不足。早期学习中阅读教学方法不同。该研究寻求建立教师方向在早期童年环境中阅读指示，采用调查方法和观察技术采用描述性研究设计。研究了来自达戈雷蒂的10所小学和来自内罗毕县的韦斯特兰分部10个小学。该研究的结论是，尽管大多数教师表明他们有信心，但他们还表明他们没有具备相关的教学方法。大多数预先单位教师使用语音和其他全文方法。缺乏阅读材料和指导方针是早期学习教师所面临的最引人注目的挑战。该研究建议明确关于如何为教师教授如何教授如何教授阅读和对阅读教学教学中的使用语音和整个词方法的认识的教师阅读和强制性在职培训的政策指导。

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