The Structural Relations of Component Reading Comprehension Skills in Kiswahili

The Influence of Socio‐Economic Status and Home Literacy Environment

Dados Bibliográficos

ID7166232
AutoresBrenda Aromu Wawire (0000-0002-6665-6024, Center for International Studies in Educational Research, Learning Systems Institute Florida State University Tallahassee Florida USA, autor correspondente), Gorrety Wawire (0000-0002-9795-2336, Baylor University), Gorrety Nafula Wawire (Modern Languages and Cultures Baylor University Waco Texas USA), Francis Kiroro (0000-0002-5593-9547, Human Development Theme African Population and Health Research Center Nairobi Kenya)
Ano2025
Volume60
Fascículo1
Data de publicação2025-01-01
Peer ReviewedSim
Open AccessSim
TipoARTICLE
PeriódicoReading Research Quarterly (JOURNAL)
Identificadores do periódicoISSN: 0034-0553 • E-ISSN: 1936-2722
EditoraWiley (PUBLISHER • GB)
DOI10.1002/rrq.593
OpenAlexW4404868256
IdiomaEN
Citações recebidas3
Referências citadas111

This research explores structural relations among the component skills of reading comprehension in Kiswahili. Furthermore, the study examines the relationship between socio‐economic status, home and school language use, and home literacy environment with Kiswahili reading outcomes. The study utilized secondary data from the baseline Tusome Literacy activity implemented in Kenya at scale from 2015 to 2022 by USAID, Research Triangle Institute in collaboration with the Ministry of Education Kenya and other partners. A three‐stage stratified sampling procedure was used to randomly select the schools and students from a sample frame compiled from multiple education databases of public formal and non‐formal schools in Kenya. The final sample comprised 4886 grade 1 and 2 learners who completed a battery of early grade literacy assessment in Kiswahili and a survey of the socio‐economic status (SES), home literacy environment (HLE), and school and home language use. We conducted a regression analysis to examine structural relations among the component skills of reading comprehension and the relationships between the SES, HLE, and early literacy skills. The findings indicate that the component skills are interconnected with the sub‐lexical skills, serving as the building block for the higher‐order skills. Letter sound knowledge, text reading fluency, and listening comprehension predict reading comprehension. Reading stories at home, reading aloud, and silent reading practice at school significantly influences reading outcomes. The mismatch between home and school language and low SES negatively impacts reading outcomes. These findings indicate that systematic and explicit instruction is critical in acquiring literacy skills, particularly for learners from disadvantaged backgrounds

Component (thermodynamics) · Comprehension · Developmental psychology · Linguistics · Literacy · Mathematics education · Pedagogy · Reading (process) · Reading comprehension · Socioeconomic status · Sociology · Education and Islamic Studies · Educational Methods and Media Use · Psychology · Reading and Literacy Development