Communication and early grade reading in public primary schools of central division, Kampala, Uganda

The purpose of this study was to examine the relationship between communication and early grade reading in public primary schools of central division, Kampala, Uganda. Communication is a fundamental goal of early grade reading which enables children develop literacy skills that are essential for effective expression, comprehension, and interaction. To bridge the gaps in literature, a cross-sectional study design with mixed approaches was adopted by the current study. The study population involved 252 teachers in the lower classes, from which a sample of 146 teachers was selected randomly. In addition, 16 key informants were included to provide human judgment on the relationship between the variables. However, purposive sampling was adopted to obtain data from the school heads in the selected government aided primary schools in the study area. The study adopted two main tools of data collection including a self-administered questionnaire and a structured interview guide which were both subjected to quality control tests. From the study findings, it was revealed that both the numerical data and teacher insights showed that communication as a goal supported not only the development of basic reading skills and understanding of written texts but also helped learners become more aware of individual sounds in words. The study concludes that focusing on communication as a core goal is extremely important for improving early grade reading skills. From the study findings, it is recommended that engaging in read-aloud sessions featuring open-ended questions, peer reading, and oral story retelling assists learners in understanding texts and utilizing language for effective communication.