Availability and access of extensive reading resources for teaching and learning English: The Kenyan case

Abstract

This paper examines extensive reading as a method recommended for teaching English as a second language. Specifically the paper investigated the availability of extensive reading resources for teaching and learning and examined how extensive reading is used in the teaching of English in Kenyan primary schools. The study used questionnaires, interview schedules and observation schedule to collect data. The results revealed that there are inadequate extensive reading resources, few schools have library facilities and that extensive reading materials available in libraries are few. It was also found that pupils were told to read many story books, magazines and newspapers without being informed on how this would impact on their learning of English. In light of the findings the study recommends that ministry of education should ensure library lessons are time tabled; school administration should establish libraries; purchase and develop a variety of extensive reading materials.