PHONEMIC AWARENESS IN ENGLISH LANGUAGE LITERACY AMONG GRADE THREE PUPILS IN PUBLIC PRIMARY SCHOOLS IN EMBU COUNTY, KENYA

Abstract

Studies have shown that among the factors that influence learners’ literacy acquisition in language is phonemic awareness. The purpose of this study was to investigate phonemic awareness in English language literacy and determine the level of phonemic awareness among Grade Three primary school pupils in Embu County. The study investigated the level of phonemic awareness, literacy level and the influence of phonemic awareness on the literacy level. The study was guided by Ehri’s 1995 model on phases of reading sight word. The study sampled 40 public primary schools, 78 Grade Three teachers and 380 Grade Three pupils in line with Israel 2013 sampling formula. Stratified, random and purposive samplings were employed in identifying the schools, pupils and the teachers who were the participants. The study employed mixed study designs using questionnaires and a standard test for data collection. The study population comprised 386 public primary schools, 426 Grade Three teachers and 9976 Grade Three pupils. Data was analysed using descriptive statistics and One Way Analysis of Variance using software Statistical package for Social Sciences (SPSS) and presented in tables and charts pupils were then categorized into those who were phonemically aware, those demonstrating emerging phonemic awareness and those lacking phonemic awareness. It was found out that Grade Three pupils in public primary schools in Embu County have low phonemic awareness and English literacy level. Urban schools were found to have statistically significant higher level of both phonemic awareness and literacy. Phonemic awareness was found to have a strong positive correlation with English literacy level influencing 76% of literacy level. The researcher established that there was inadequate use of phonemic awareness strategies by Grade Three English teachers and concluded that there is need for enhanced use of phonemic awareness strategies by teachers in order to improve English literacy in lower primary.