Macdonald Omuse Omuna, Paul Onsare Onchera, Charles Kurgatt Kimutai
In this paper we argue that many learners in Kenya are still not proficient in English reading skills despite going through the English course. The factors associated with the teaching and learning of English reading skills may have been addressed but the impact of instructional resources continues to be a significant issue. This paper discusses the availability and use of instructional resources in the teaching and learning of English reading skills in Secondary Schools in Teso North Sub County, Busia- Kenya. The objectives of the study were to explore the availability and use of instructional resources for teaching and learning of English reading skills and examine the correlation between instructional resources and learning of English reading skills. Data was obtained from 440 respondents (400 students and 40 teachers). The study adopted a mixed method approach and data was collected using questionnaires, semi structured interview schedules and classroom observation schedule. The results indicate that textbooks were the most used instructional resources and instructional resources positively correlated with the learning of English reading skills. It was concluded that teachers do not use a variety of instructional resources when teaching English reading skills. It was recommended that teachers who do not use a variety of instructional resources should be sensitized to do so for better results in the English Language.
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