Teachers in Kenya and the United States (US) make multiple assumptions about prior knowledge of students entering secondary school, a major one being that they can read in English after eight or more years of schooling. Yet, there are adolescent students who struggle with reading when they enter secondary school. This is an impediment to their success in high school since academic demands require reading across the curriculum. This article considers how teachers in Kenya and the US teach reading to struggling adolescents in secondary schools. It identifies the challenges and reading proficiency skills students are expected to have when they enter secondary school.
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