RUAHA CATHOLIC UNIVERSITY

The paper investigates the factors affecting reading and writing ability of standard two pupils in Mbarali district. The paper adopted both qualitative and quantitative data which obtained through questionnaires and interviews. Data were analyzed quantitatively by using Microsoft Excel-2019 version and those from interviews analyzed qualitatively through content analysis. The study was guided by Social Cultural Theory of Cognitive Development under Lev Vygotsky. The finding of the study revealed that overclouded classes, unsupportive classroom environment, insufficient reading and writing materials, lack of food service to pupils, involvement of pupils in domestic activities, weather condition especially during the rainy season, high extension of enrollment period of standard one pupils and lack of in-service teacher training programme to standard one and two teachers are the factors which affect reading and writing ability of pupils. The study concluded that among those factors, home-based factors are the most described factors which affect pupils reading and writing ability. The Ministry of Education need to ensure that teachers attend the inservice training programmes so as to ensure that they get skills and knowledge on how to use the modern and appropriate techniques in teaching pupils. The Government primary education policy should be reformed so as to allow the enrolment time frame to be short as possible so that all pupils would have to start learning at the same time.

Pupil, Reading Ability, Writing Ability, Public Primary Schools and Skills.