Curriculum Interpretation and Learners’ Attainment of Reading Skills in Uganda a Case of Selected Districts in Acholi Sub-Region
Date
2019
Journal Title
Journal ISSN
Volume Title
Publisher
International Journal of Research and Innovation in Social Science
Abstract
The study sought to assess the influence of curriculum
interpretation on learners’ attainment of reading skills in Acholi
Sub region, Uganda. The finding indicated a significant
relationship between curriculum interpretation and attainment
of learners’ reading skills. The study recommended a more
coordinated approach to language policy implementation so that
all learners can have the opportunity to learn to read first in
their mother tongue and for reading to be beneficial and
meaningful for them. Emphasizing instruction in local languages
in government primary schools disadvantages learners when it
comes to preparation for Primary Leaving Examinations. The
government needs to streamline policy on thematic curriculum
implementation so that all learners in Uganda are given equal
opportunities when it comes to primary leaving examinations
Description
Keywords
Curriculum Interpretation, Learners, Reading Skills