Reading developmental trends in English language in Kenyan schools explores the literacy instructional and acquisition processes in Kenyan context. Most children in Kenya join school with enthusiasm and hope to learn how to read and write very often in English, a language that they do not necessarily speak at home. This is because English is the common language of communication among people from different linguistic backgrounds. More importantly, it is the language of education from primary to tertiary level, which means it is critical that every child in Kenya acquires literacy proficiency in this language. However, for majority of children particularly in early years, reading development in English is difficult and challenging because they come to school with limited vocabulary base and hence weak oral proficiency skills in the language. This book is therefore, based on how word identification skills and oral proficiency interact to influence reading comprehension in lower grades for children who English is a secondary language.

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Grace Mwathe has M.Ed in Special Education from Massey University, New Zealand and a B.Ed science from Kenyatta University, Kenya. She has been a teacher and is currently Chief Curriculum Developer at Kenya Institute of Curriculum Development. She is also part of Literacy and Numeracy assessment programs in Africa through Uwezo and Palnetwork.