An exploration of the strategies used by teachers in teaching reading skills to learners in lower primary: A case study of a public primary school in Western Kenya

A strong foundation in beginning reading is needed for learners who use English as a second language. This is important because it will enhance the learners’ success in school and their later advancement in life. However, some strategies used for teaching reading skills to learners in lower primary do not enhance acquisition of reading skills to the learners in the Kenyan context. This study, therefore, explores the strategies used by teachers in teaching reading skills to learners in lower primary in a public primary school in Western Kenya. The study employed a qualitative case study design that involved three teachers of English in lower primary. Data was collected through multiple methods such as document analysis, one -on-one semi structured interviews and classroom observations. The Findings of the study reveal that teachers employ different strategies in teaching reading skills to learners in lower primary which included the phonic, the look-and-say sometimes known as whole-word approach, the syllabic, the sentence, and alphabetic strategies. However, a more balanced approach to teaching reading that includes integration of teaching strategies was neither mentioned nor observed in use. The study recommends that curriculum developers should plan and review strategies used by teachers when teaching reading so as to meet the diverse needs of the learners. The study also suggests the need for professional courses for practicing teachers so as to align their classroom practices with effective teaching strategies. Finally, the study recommends further research on the strategies used by teachers when teaching reading with a larger sample