Kinyarwanda Reading Teaching Techniques in Lower Primary Schools: Enabling and Hindering Factors. A Case of Kirehe and Kicukiro Districts in Rwanda

Abstract

This study sought to find out the components of early grades literacy emphasized by teachers, the teaching techniques used in reading, draw a comparison in the use of reading teaching techniques between rural and urban schools and the challenges facing the teaching of Kinyarwanda reading. Using cross-sectional design, quantitative and qualitative data were collected and analyzed to gauge the participants’ opinions. The study targeted Primary 2 and Primary 3 Kinyarwanda teachers in Kirehe and Kicukiro Districts in Rwanda. It used a sample of 8 schools and 44 teachers purposively selected. A Likert-scale questionnaire and a lesson observation check list were used to collect data. The study revealed that teachers know the essential components of early grade literacy and use appropriate reading teaching techniques. Phonological awareness use is different between rural and urban schools (mean urban=3.733 mean rural=4.0972). Challenges impeding Kinyarwanda reading competency include lack of support, insufficient time for reading and self-efforts. The Ministry of Education should ensure learners get ample time for reading through single shift while the parents should dedicate time to support the children at home.