– Source:Literacy – being able to read, write and understand written or spoken language – is a cornerstone of educational achievement. Yet, for millions of children worldwide, acquiring basic literacy skills is a significant challenge.
This is a result of systemic inequalities, poverty, conflict, displacement and gender disparities. A Unicef report on global literacy levels in 2023 found that 89% of 10-year-olds in sub-Saharan Africa were unable to read or comprehend a basic story.
In Kenya, the gap in foundational literacy is stark. A nationwide evaluation of over 44,000 children across 1,973 primary schools in 2023 found that three in 10 grade 6 learners aged 11 struggled to read grade 3-level (age 8) texts.
These numbers highlight the critical need to address reading difficulties in early grades to ensure that learners do not fall behind irretrievably.
When learners aren’t able to read, they are likely to fall behind in literacy and other learning areas. This is because foundational learning skills – which include literacy (reading) and numeracy (basic maths) – are the building blocks for learning in later years of schooling and for lifelong learning.
I am an inclusive education researcher. I was involved in the Developing Readers Study. It set out to design and pilot an intervention to improve literacy skills among grade 2 and 3 learners who are furthest behind in reading.
The study, implemented by the African Population and Health Research Center, was aimed at providing policy-relevant evidence on how support for struggling readers can be formally and systematically incorporated into school timetables and education systems.
In 13 weeks, more than a third of the learners had become fluent readers.
The study
The Developing Readers Study was implemented in 15 schools in Kiambu County, which neighbours the Kenyan capital Nairobi. This was strategic to design, test and refine the intervention before scaling up.
The intervention started with the preparation of instruction materials. These included a teachers’ guide and assessment booklet, as well as homework packets for the learners. Teachers were trained on how to deliver the structured intervention while accommodating individual learner needs.
Learners were assessed to identify those with reading difficulties. Out of 2,805 learners from 15 schools screened, 920 (33%) learners had reading difficulties.
They were then categorised into three groups as per their reading levels at baseline:
module 1 for non-readers, who numbered 410 (45%)
module 2 for beginning readers, who could read 1-9 correct words per minute (212 learners, or 23%)
module 3 for intermediate readers who could read 10-16 correct words per minute (298 learners, or 32%).
The learners were then taken through remedial lessons for English and Kiswahili for 13 weeks. Each lesson lasted 30 minutes. During the intervention period, teachers received support from curriculum support officers, and quality assurance and standards officers in Kiambu County.
In addition, these officers observed the lessons to identify the support needed. Cluster meetings were held to gather teacher feedback on the implementation process.
Parents were also engaged through homework packets. This encouraged a supportive home environment for learning.
The results
The study led to significant improvements in literacy outcomes among participating learners over the 13 weeks.
The proportion of non-readers who couldn’t read any correct word per minute reduced from 43.3% (following a few dropouts) to 18.9% at endline. This improvement highlights the power of targeted instruction to transform learning outcomes for struggling readers.
Both boys and girls benefited from the programme. However, girls consistently outperformed boys in tasks like syllable and oral passage reading. These insights highlight the importance of designing interventions that address gender-specific learning needs.
The programme equipped teachers with practical tools and strategies to give learners individual attention according to their needs. By the endline assessment, 92% of teachers were closely following the structured lesson guides, demonstrating increased confidence and competence.
Parents played a pivotal role in the programme’s success. Weekly homework packets provided opportunities for learners to practise reading at home.
Over a third of the learners (37%) advanced to emergent and fluent reading levels, meaning they no longer required remedial support. This progression was particularly notable among younger learners in grade 2, underscoring the value of early intervention.
The developing readers intervention stands out because it goes beyond addressing literacy challenges at the classroom level. It also brought in education officials, rigorous teacher training and contextualised learning materials.
Its findings demonstrate that structured, targeted interventions can effectively address foundational literacy gaps. This same model can be used elsewhere.
What next
The study provides a roadmap for addressing Kenya’s literacy crisis. Its positive outcomes demonstrate that early, targeted interventions can put struggling readers on the path to success.
Scaling up this programme offers an opportunity to ensure no child is left behind in acquiring foundational literacy skills.
To achieve this, policymakers must make sure remedial interventions take place at schools. They must also provide resources for teacher training and promote home-school collaboration.
With sustained investment and a commitment to evidence-based strategies, Kenya can bridge its literacy gap and pave the way for a brighter future for its learners.
Fridah Gatwiri Kiambati works for the African Population and Health Research Center. The Developing Readers Study, which this article is based was funded by the Gates foundation.
By Fridah Gatwiri Kiambati, Post Doctoral research scientist, African Population and Health Research Center
