Journal of the Language Association of Eastern Africa
Abstract
Reading comprehension is one of the most important features in the learning process for second language learners because texts are the means through which most concepts are learnt. However, it is one of the least developed linguistic skills as manifested in the Kenya National Examination Council (KNEC 2010; 2011; 2013;2015;2017;2018). KNEC attributes poor performance in reading comprehension of passages to inadequate reading comprehension skill activities of contextual inference, note-making, paraphrasing, and summary writing among others during the reading comprehension lessons. Additionally, there is notable lack of exposure to reading comprehension skill activities to secondary school learners. The purpose of this study was to examine whether contextual inference activities intervention enhance reading comprehension of passages. This study was informed by the Barllet’s schema theory. It employed a randomized experimental method involving seventy-three form three learners from two Peri-urban girls’ schools in Kajiado County, Kenya. The experimental group was exposed to the contextual reading comprehension activities for six weeks whose schemata was analyzed by use of schemata theory. Reading comprehension inference skills were used to measure reading comprehension performance for both the experimental and the control groups. The study’s statistical results revealed that contextual reading comprehension skills significantly predicted the reading comprehension performance of the experimental group (p=.00) but did not for the control group (p
Recommended Citation
Njiiri, Joyce
(2022)
"Contextual inference reading comprehension skill activities as determinants of reading comprehension performance,"
Journal of the Language Association of Eastern Africa:
Vol. 1:
No.
1, Article 8.
Available at:
https://scholarship.claremont.edu/jlaea/vol1/iss1/8
