INFLUENCE OF READING RESOURCES ON LITERACY ACHIEVEMENT AMONG GRADE 3 PUPILS IN KISUMU EAST SUB-COUNTY, KENYA

Abstract

Reading literacy is a cornerstone of educational achievement and personal development, particularly in the early years of formal schooling. In Kenya, concerns have been raised about the ability of Grade 3 learners to achieve expected reading proficiency levels. This study investigates the role of reading resources in shaping reading literacy achievement among Grade 3 pupils in public primary schools in Kisumu East Sub-County, an area with one of the lowest literacy rates among children aged 8–10 years. The research adopted descriptive and correlational research designs and targeted a population of 3029 pupils and 368 teachers. A sample comprising 317 Grade 3 pupils and 172 trained teachers was selected using Slovin's formula. Data collection tools included structured questionnaires, classroom observation checklists and standardized reading achievement tests. Descriptive statistics and Pearson’s correlation coefficient were used to analyze quantitative data, while qualitative responses were thematically analyzed. Findings revealed a significant positive relationship between the availability of reading resources and reading literacy achievement (r = 0.525, p < 0.05). Pupils in schools with adequate reading materials such as textbooks, storybooks, charts and digital tools demonstrated superior performance in comprehension, fluency and vocabulary use. The study underscores the need for equitable distribution of instructional resources, investment in teacher capacity-building and promotion of reading culture. Recommendations are made for policymakers, educators and development partners to adopt evidence-based interventions to bridge resource gaps and uplift literacy outcomes.

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