Comparison of English Reading Comprehension Level Between Primary Three Learners of Public and Private Schools: Case of TTC Nyamata Demonstration Schools. Enabling and Hindering Factors

Rodrigue Karamage – University of Rwanda
Patrick Ujwiga Anguru – University of Rwanda
Barnabas Muyengwa – Nyamata Teacher Training College
Email: karamagerodrigue@gmail.com

Abstract: Literacy in reading is essential for all learning and achievement in life, particularly in the information age. According to a National Examination and School Inspection Authority (NESA) report, the primary three learners in Rwanda do not meet the standards of English literacy. This study sought to compare reading comprehension levels between primary three learners of public schools and those from private schools. Two hundred and thirteen (213) learners were randomly selected and ten (10) primary English teachers were purposively involved in the study. The study was guided by the Simple View of Reading Theory developed in 1986 by Gough and Tunner and supported by Hoover and Gough (1990). English reading test administered to learners was taken from UNESCO’s Global Proficiency Framework for Reading (GPF) document. The results showed the lower reading comprehension of learners from public schools as compared to those from private schools. It was also revealed in public schools that the unavailability of reading materials, limited time allocated to reading and big class size hinder reading performance. It was recommended that the government should provide enough reading materials in public schools. Parents should support children at home in the reading tasks.