Reading and Comprehension in the African Context

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This book makes an important contribution to existing knowledge on the processes of reading and comprehension by identifying the various approaches and corresponding theories. The book is organized in various chapters that cumulatively lead to our entry into the three key areas. Chapter One provides important background to reading as a skill, explaining the hidden dynamics that avoid the process and outcome of reading. Chapter Two deals with comprehension and vocabulary, both very important aspects of the reading process, while Chapter Three focuses on the relationship between reading, remembering and perception. Chapters four and five deal with various ways of assessing comprehension and the role of the reader respectively.

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Published by
Published 29 December 2012
Reads 2
EAN13 9789966040534
Language English
Document size 2 MB

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Reading and Comprehension in the African Context
Zapf Chancery Policy on Peer-Reviewing
All scholarly and academic works published by Zapf Chancery are peer-reviewed by at least two scholars in the field to which the work belongs. The purpose of peer reviewing is to get a second opinion from the community of scholarship to which the author belongs and thus add value to the work. All peer-reviewing is “blind-reviewing,” that is, the reviewer does not get to know the author, nor does the author get to know the reviewer.
Peer-reviewing is done with the help of a especially designed instrument awarding numerical score on originality (40%), quality and currency of the sources cited (20%), presentation (30%), and language & Style (10%). For a work to be published a minimum cumulative score of 60% on the British grading scale is required. Works falling below this score are referred back to authors for improvement and further reviewing until the desired score can be obtained.
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Zapf Chancery Peer Reviewers (among others subject specific)
Prof Joseph Galgalo, PhD (Cantab.), Vice Chancellor and Associate Professor of Theology, St. Paul’s University, Limuru, Kenya, Prof. Esther Mombo, PhD, DD (HC), Deputy Vice Chancellor (Academics) and Associate Professor of Church History and Gender Theology, St. Paul’s University, Limuru, Kenya, Rev. CB Peter, BTh, BD, MTh, Senior Lecturer in Biblical Studies and Theology, St. Paul’s University, Limuru, Kenya, Professor Chris L. Wanjala, Professor of Literature, University of Nairobi, Kenya, Dr. Godwin Siundu, PhD, Senior Lecturer in English and Literature, University of Nairobi, Kenya, Mr. Enoch Harun Opuka, BEd, MPhil, Development Education Pratitioner, Dr. John Blevins, ThD, Associate Professor of Research, Rollins School of Public Health, Emory University, Atlanta Georgia, USA.
Reading and Comprehension in the African Context
A Cognitive Enquiry
Agnes Wanja Kibui,MSC, Ph.D Lecturer: Educational Communication and Technology, University of Nairobi
Zapf Chancery Limuru, Kenya
First Published 2012 ©Agnes Wanja Kibuiand Zapf Chancery All rights reserved.
Cover Concept and Design C. B. Peter
Associate Designer and Typesetter Nancy Njeri
Copyediting C. B. Peter and Godwin Siundu, PhD
Editor and Publishing Consultant C. B. Peter
Printed by Kijabe Printing Press, P. O. Box 40, Kijabe.
Published by
This book has been printed on fully recyclable, environmentfriendly paper.
Zapf Chancery Publishers Africa Ltd, C/O St. Paul’s University P. O. Box Private Bag, Limuru - 00217, Kenya. Email: info@zapfchancery.org Website: www.zapfchancery.org Mobile: 0721-222 311
ISBN 978-9966-040-16-9
Foreword
his book makes an important contribution to existing knowledge on the processes of reading and comprehension theoTries. While most of us know the importance of the two processes, by identifying the various approaches and corresponding few of us have mastered the various cognitive theoretical approaches that can be adopted to make reading effective, informative and enjoyable. This book, well used, will definitely help us to reorient our perception of both reading and comprehension, as well as understand the various relevant approaches and theories. The book is organized in various chapters that cumulatively lead to our entry into the three key areas. Chapter One provides important background to reading as a skill, explaining the hidden dynamics that avoid the process and outcome of reading. Chapter Two deals with comprehension and vocabulary, both very important aspects of the reading process, while Chapter Three focuses on the relationship between reading, remembering and perception. Chapters four and five deal with various ways of assessing comprehension and the role of the reader respectively. Ultimately, there is a very comprehensive bibliography that provides relevant information for any reader who may want to extend the reach of their knowledge in the area of reading as a process. A particularly commendable aspect of this book is the fact that the author has provided, through appendices, very helpful practical exercises in reading and comprehension. These exercises, if well undertaken, will no doubt sharpen the reading, comprehension and remembering skills of the learner, and at the same time allow the reader an opportunity to
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practice some of the theoretical pronouncements made by the author. This is especially so when viewed with the practical examples used in the chapters. Also notable is the fact that while Dr. Kibui is dealing with complex linguistic concepts, the book is rendered in a language that is easily accessible even to a general reader. It is therefore a very valuable book to teachers, students and general readers who may have an interest in how reading works and how best to apply cognitive theory of reader and comprehension for better practice especially in African educational institutions.
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Dr. Godwin Siundu Senior Lecturer Department of Literature University of Nairobi