Thesis:

Effect of reading literacy resources on acquisition of english language skills among lower primary graders with hearing impairment in western Kenya

This research investigated the effect of reading literacy resources on acquiring skills in English language among lower primary school graders with hearing impairments in the Western region of Kenya. Statistics show that in the 2016 Kenya Certificate of Primary Education results learners with hearing impairments in special schools in Western region of Kenya obtained a mean score of 24.11 in English language. In 2017, they managed a paltry 26.63. It is presumed that proficiency in the English language is closely linked to the development of reading literacy skills. This study utilized Krashen’s (2003) theory of second language development to argue that linguistically rich environments can help learners with HI develop English language skills. The study determined the effect of available skilled manpower, printed instructional materials, non-printed instructional materials and electronic instructional materials on acquisition of skills in English Language among lower primary school graders with hearing impairments in Bungoma, Busia, Kakamega, and Vihiga, counties. It used a descriptive survey design to target 489 respondents composed of: - 63 teachers of English Language, 4 county Directors of Education officials, 9 Heads of institutions, 333 lower primary school graders and 80 non-teaching staff. The researcher used 30% of the targeted populations in their stratified categories to derive a total sample size of 100 lower primary school graders, 24 non-teaching staff, 63 English language teachers, 9 heads of institutions, and 4 County Directors of Education officials who were sampled purposively. Balloting was used to obtain the required samples from the strata. Therefore there were a total of 200 participants. questionnaires were used to collect data from English teachers. Interview schedules for head teachers, Education officials, and non-teaching personnel. Scores of the lower primary school graders’ achievements in the schools were appraised using a document checklist. Split-half split testing ensured the reliability and validity of the instruments. The data collected was analyzed both descriptively through frequency counts and inferentially through coefficients. and reports presented in a narrative form. The study established that the effect of the teaching staff on language acquisition was 18.9%, Printed instructional materials was 19.1% Non Printed instructional materials was 24.9% and electronic instructional materials was 11.1% on acquisition of English language skills. The study concluded that teachers in the Western region of Kenya were not fully utilizing their acquired skills, printed, non-printed and electronic instructional materials when instructing lower primary school graders with hearing impairments. The researcher recommended that the skilled manpower should fully utilize their acquired skills, printed, Non Printed and electronic instructional materials to instruct lower primary school graders with hearing impairments. This study will not only provide a basis for enhancing improvement in acquiring skills in the English language for lower primary school graders with impairments in the Western region of Kenya but also form a basis for further inquiries into challenges faced in the acquisition of English skills worldwide.