IMPACT OF LOCAL LANGUAGE ON LITERACY DEVELOPMENT AMONG LOWER PRIMARY IN GOVERNMENT AIDED SCHOOLS IN NOTHERN CITY DIVISION, MBALE CITY
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Date
2024-09-02
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ABSTRACT
The study examined the “Impact of local language on literacy development among lower primary in government aided schools in Northern City Division, Mbale City.” The purpose of the study ws to examine the impact of local language on literacy development among lower primary in government aided schools in Northern City Division, Mbale City. The study was guided by the following objectives; to examine the status of children‟s literacy development abilities among learners in lower primary in Northern City Division, Mbale City; to analyse the factors that affect literacy development among learners in lower primary in Northern City Division, Mbale City and to find out possible ways to improve literacy development skills among learners in lower primary in Northern City Division, Mbale City. Data was collected from 152 respondents using self-administered questionnaires and interview checklists. Objective one of the study found out that children from poor financial background can‟t read with 102(67.1%) of the respondents as the leading factor. Objective two of the study found out that phonemic awareness affects literacy development which was suggested by 104(68.4%) of the respondents as the leading factor and objective three of the study found out that training of teachers helps in the development of good literacy skills and was supported by 66+39 = 105(69.1%) of the respondents. The study concluded that status of reading abilities, phonemic awareness, alphabet and phonological awareness, oral language development and print awareness are serious factors that affect literacy development and have potential negative effects on learners‟ literacy development. The study recommended that there was need to strengthen reading practices among pupils in order to help them develop a reading culture at school and at home. Schools should set up reading activities that involve all pupils. This could be done through teachers organizing debates, reading competitions, quizzes, setting up readers and writers clubs, and sharing of pupils‟ stories through storytelling.