Consequently, this article reviews and examines the importance of the use of reading indicators in language subjects as measures of progress. Interventions in literacy have arisen in many countries aimed at enhancing the standard of education. Most of these measures, however, have centred on reading as a part of literacy at the cost of listening , speaking and writing, which are other literacy measures. The paper explores the relationship in language subjects between reading and improved results. The analysis of literature found that reading can not be taught in isolation from the other three literacy components and that reading is a strong literacy measure proxy. This article aims to add to the body of information by exploring the relation between literacy and early grade learners’ success in English and Kiswahili in a multi-grade context. Context in several languages. However, the paper suggests that the proportionate contribution of each of the four components of literacy to improved performance in language subjects should be established for further empirical study. Therefore, speaking, listening , reading and writing appear to play a key role in children’s language performance through languages. However, this paper does not provide clear proof of the proportion of literacy outcomes accounted for by each of these four elements.
Dunston L. Kwayumba Catholic University of Eastern Africa, P.O.Box, 100185, 00101 Nairobi, Kenya.
Pascal Wambiya Mwenge Catholic University, P.O.Box 1226, Moshi, Tanzania.
Clement Majawa Catholic University of Eastern Africa, P.O.Box, 62157, 00200 Nairobi, Kenya.