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dc.contributor.authorSammy, Godfrey Poro
dc.contributor.authorEton, Marus
dc.contributor.authorAndrew Peter Yiga
dc.contributor.authorJulius, Caesar Enon
dc.contributor.authorFabian, Mwosi
dc.date.accessioned2019-07-09T09:23:25Z
dc.date.available2019-07-09T09:23:25Z
dc.date.issued2019
dc.identifier.issn2454-6186
dc.identifier.urihttp://hdl.handle.net/20.500.12493/176
dc.description.abstractThe 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 examinationsen_US
dc.description.sponsorshipKabale Universityen_US
dc.publisherInternational Journal of Research and Innovation in Social Scienceen_US
dc.relation.ispartofseries;Volume III
dc.subjectCurriculum Interpretation, Learners, Reading Skillsen_US
dc.titleCurriculum Interpretation and Learners’ Attainment of Reading Skills in Uganda a Case of Selected Districts in Acholi Sub-Regionen_US
dc.typeArticleen_US


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