Family Income Dynamics’ Ramification Pre-Primary School Pupils’ Reading Readiness In Siaya In Kenya

International Journal of Research and Innovation in Social Science (IJRISS) | Volume V, Issue V, May 2021 | ISSN 2454–6186

Family Income Dynamics’ Ramification Pre-Primary School Pupils’ Reading Readiness In Siaya In Kenya

Otieno Obilloh, Wanjohi Githinji, & Hudson Ouko
Teachers Service Commission, Kenya

ABSTRACT
The role of the family in the life of an individual child cannot be overemphasized. Available studies globally have shown that family dynamics have a significant influence on reading readiness of pupils at the early years of school. Many attempts have been made by the government and different organizations to improve reading but not equal effort is put to promote reading readiness. This study therefore explored family dynamics that influence reading readiness among pre-primary school pupils in rural pre-schools in Siaya, Kenya. The study adopted a descriptive research design which allowed for in-depth exploration of the study variables. This study was guided by Bronfenbrenner’s Ecological Systems Theory. The dependent variable for the study is pre-primary pupils’ reading readiness while the independent variables were family dynamics. The target population of the study was pre-primary school pupils in Siaya County. The study adopted stratified random sampling to sample schools as public and private pre-primary schools while purposive sampling was used to select Siaya County for the study. A sample of 96 public pre-primary school pupils and 16 private pre-primary school pupils were sampled for the study. Questionnaires and reading readiness checklists were utilized for data collection. Reading readiness test/checklist analyses gathered pupils’ reading readiness data while questionnaire was used to collect data from the parents. Data collected was analyzed using inferential and descriptive statistics with the help of statistical package for social sciences (SPSS) version 20. Pearson product moment of correlation was used to test the null hypothesis at p≥0.5
The key findings showed that parental socio-economic statuses significantly influenced pupils’ reading readiness. The main recommendation was that the government and the county government specifically should promote parents’ economic status to promote reading competence levels among early grade learners which can be a great boost for the overall academic performance in higher grades.

Key words Family income, reading readiness, pre-primary schools, pre-primary school pupils, reading, and competence.

STUDY BACKGROUND

Reading readiness among early grade learners is a sure indicator of how learners’ trnation readiness to subsequent grades. Reading is a process that motivates the reader to acquire new ideas, thoughts and develop imaginative skills. It involves imitating words, speaking in learnt vocabulary and making sense of written texts. Reading competence is important for pupils’ academic advancement and future societies’ social and economic development. It is the foundation to all other subject areas for comprehension and enables the learner to answer questions (Bird, 2008).
Inspire the foregoing revelation

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