An Investigation of the Phonemic Articulation Errors Committed by Grade Three Regular Learners with Kikamba Reading Difficulties

Dorcus Minoo Kimongo; Evelyn Simiyu; Joshua Mulinge Itumo

Dorcus Minoo Kimongo
Evelyn Simiyu
Joshua Mulinge Itumo

Keywords: phonemic, articulation, errors, reading, difficulties, grade three and regular

Abstract

This research sought to investigate the phonemic mis-articulation errors committed by grade three regular learners with Kikamba reading difficulties. A grade three learner who is considered a typical reader should not commit major articulation errors while reading written work. Unfortunately, there are regular grade three learners who make serious articulation errors during reading of written materials, such learners require to be identified and aided so that they can advance with their studies. This paper was guided by the objective: to investigate the phonemic mis-articulation errors committed by grade three regular learners with Kikamba reading difficulties. The study employed the Phonological Awareness theory, was cross-sectional and utilized a descriptive research design. A sample of purposively selected 25 grade three learners was used in this research. The investigation employed purposive sampling method to select the sample. The data was collected by tape recording articulations of the participants and later analyzed to determine the phonemic articulation errors they were committing while reading Kikamba language. Descriptive statistics which entail measures of central tendency and correlation were used to describe and summarize the data.

References

Adams, M. J. (1990). Beginning to read: Thinking and learning about print. Cambridge, MA: MIT Press.
Ababneh, I. (2018). English pronunciation errors made by Saudi students. European Scientific Journal, 14(2), 244-261.
Brady, S. A., & Shankweiler, D. P. (Eds.). (1991). Phonological processes in literacy: A tribute to Isabelle Y. Liberman. Lawrence Erlbaum Associates, Inc.
Cameron, S. (2012). Perfecting your English pronunciation. McGraw-Hill.
Cline, F. J. (2006). Focus group reaction to three definitions of reading as originally developed in support arap goal 1. Minneapolis, M.N: National Accessible Reading Assessment Project.
Creswell, J. W. (2012). Educational Research: Planning, Conducting, and Evaluating Quantitative and Qualitative Research (4th ed.). Boston, MA: Pearson.
Creswell, J. W. (2014). Research design: Qualitative, quantitative, and mixed methods approaches (4th ed.). SAGE Publications.
Dost, N. (2017). Pronunciation problems of high school EFL students: An error analysis approach with pedagogical implication. International Journal of English Research, 3(4), 77- 82.
Elkonin, D.B. (1963). The psychology of mastering the elements of reading. In B. Simon & J. Simon (Eds.), Educational Psychology in the USSR (pp. 165-179). London: Routledge & Kegon Paul.
Kenya Institute of Curriculum Development (KICD). (2017). Basic Education Curriculum Framework, Nairobi, Kenya [Nairobi, Kenya].
Levis, J.M. & Venkatagiri, H. S. (2007). Phonological awareness & speech comprehensibility: An exploratory study. Systems, 28, 191-215.
Kioko, A. N. (1994). Issues in the syntax of Kikamba: A Bantu language (Doctoral dissertation). Monash University.
Kitavi, H. M (1992). A comparative study the Kitui North and Machakos dialects of Kikamba. UON: MA thesis.
Massengill, D., & Sundberg, M. (2006). A unique, neurologically integrated approach designed to simultaneously teach letter sounds and formations. Reading Improvement, 43(3), 111-128.
Mathooko, P.M. (2004). Towards integrative perspective of linguistic accommodation: case study of Kikamba and Kitharaka (Unpublished PhD thesis). Kenyatta University, Nairobi.
Mauti, M., & Marinelli, C., O’Connor, R., Zoccolotti, P., & Martelli M. (2023). Decision times in orthographic processing: A cross-linguistic study. Experimental Brain Research, 241, 585–599.
Siedlecki, S. L. (2020). Understanding Descriptive Research Designs and Methods. Clinical Nurse Specialist, 34(1), 8–12.
Zhurova, L. E. (1963). The development of analysis of words into their sounds by preschool children. Soviet Psychology and Psychiatry, 2(2), 17–27.