Teaching Reading in Kiswahili in Kenyan Grades 1–3: Exploring Direct Instruction Strategies and Curriculum Support

Abstract

This action research investigates the effectiveness of direct instructional strategies in the teaching of reading in Kiswahili for early grade learners in Kenya, with a particular focus on the gradual release of responsibility model (“I do, We do, You do”). Situated within the framework of national literacy interventions such as the Tusome programme and the Kenya Primary Literacy Programme (KPLP), the study examines how structured pedagogy, teacher training, and curriculum design contribute to literacy acquisition in Grades 1–3. Data were drawn from classroom observations, teacher reflections, and learner performance records to assess the extent to which direct instruction strategies enhance decoding, fluency, and comprehension skills among young readers. The findings demonstrate that explicit, scaffolded teaching methods significantly improve learners’ ability to recognize words, read with accuracy, and construct meaning from text. Furthermore, curriculum materials that align with teacher professional development foster consistency in instructional delivery, while ongoing coaching and feedback strengthen classroom practice. However, challenges such as limited resources, large class sizes, and varying learner readiness highlight the need for differentiated approaches and additional instructional support. The study recommends intensifying teacher mentoring, expanding curriculum resources tailored to learners’ diverse needs, and engaging parents and communities in reading support initiatives. Overall, the research underscores the centrality of direct instruction within Kenya’s literacy reforms and its potential to accelerate reading proficiency in Kiswahili during the critical foundational years of schooling.