Parental Involvement In Reading: Does Involvement Translate To Performance In Kiswahili Comprehension Among Elementary School Pupils In Kenya?

Abstract

ABSTRACT The p urpose of the study was to investigate the influence of parental involvement on performance of children aged 5 - 6 years in Kiswahili reading comprehension in public preparatory schools in Athi - River Zone, Machakos County. The sample size comprised of 100 p reparatory school parents, 100 preparatory pupils and four preparatory school teachers. Data were collected using interview guides, pre and post preparatory school reading comprehension test, school archival data and parent’s focus group discussion guides. Reliability of research instruments stood at (r=0.84) signifying that the instruments were reliable. Based on the findings the study recommended that the government through the Kenya Institute of Curriculum Development should come up with workshops, semin ars, training sessions and a reading manual to guide parents on meaningful indulgence in their children’s reading at home. The study further recommended mobilization of stakeholders to establish community libraries to make books available to more families.