Influence of Reading Resources on Literacy Achievement among Grade 3 Pupils in Kisumu East Sub-County, Kenya

This study, conducted by Odhiambo Winnie Sharon Anyango and Dr. Everline Nyokabi Maina from Maseno University, focuses on the impact of reading resources on literacy achievement. Ms. Anyango is a Master's student with a research interest in early grade literacy and inclusive education, while Dr. Maina is a lecturer in the Department of Special Needs Education and Rehabilitation. The research aims to address concerns about Grade 3 learners' reading proficiency in Kenya, specifically in Kisumu East Sub-County, an area with low literacy rates among young children.

The study employed descriptive and correlational research designs, targeting 3029 pupils and 368 teachers. A sample of 317 Grade 3 pupils and 172 teachers was selected. Data collection utilized questionnaires, classroom observation checklists, and standardized reading achievement tests. Quantitative data analysis involved descriptive statistics and Pearson's correlation coefficient, while qualitative data was thematically analyzed. The findings revealed a significant positive relationship (r = 0.525, p < 0.05) between the availability of reading resources and reading literacy achievement. Pupils in schools with sufficient materials like textbooks, storybooks, charts, and digital tools showed better performance in comprehension, fluency, and vocabulary.

The study emphasizes the crucial need for equitable distribution of instructional resources, investment in teacher capacity-building, and promotion of a reading culture. Recommendations are provided for policymakers, educators, and development partners to implement evidence-based interventions to address resource disparities and enhance literacy outcomes for young learners in Kenya.

The article is copyrighted by Odhiambo Winnie Sharon Anyango and Everline Nyokabi Maina, and is published under a Creative Commons Attribution 4.0 International License. This allows the work to be freely accessed, shared, modified, distributed, and used for educational, commercial, and non-commercial purposes, adhering to Open Access Publishing requirements.