Department of Early Childhood and Pre-Primary Education

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    Vocabulary, comprehension and fluency model and literacy skills development in lower primary classes l Kyengera town council, Wakiso district
    (Kyambogo University (un published work), 2018-11) Bataringaya, Mbarebak Winnie
    Literacy skills are useful for the learners in academic and non-academic life, however, there was notable persistent poor performance of pupils in literacy for pupils in lower primary classes of primary schools in Wakiso district. These primary schools have been utilizing a number of different teaching models for literacy which appear to be weak models. This requires development of a new model. This study focused on exploring the VOCOF Model and its contribution in enhancement of Literacy Skills in Primary Schools. The study objectives were to examine contribution of VOCOF Model in enhancement of literacy vocabulary skills, establish relevancy of VOCOF Model in enhancement of literacy comprehension skills and to assess the role of VOCOF Model in enhancement of l literacy fluency skills among learners in lower primary classes. An experimental design utilizing quantitative approach was adopted. A total of 60 pupils participated in the study. Systematic sampling method was used while literacy tests and participatory observations were utilized to gather information. Samples T-test was used to test for mean differences between tests. Results showed that VOCOF Model enhances literacy development among lower primary pupils. There was a significant mean difference between vocabulary tests at (p= 0.034<0.05), comprehension test at (p= 0.000 <0.05) and fluency at (p=0.006<0.05). All test scores obtained were above 60% to 96% qualifying VOCOF to be reliable. VOCOF Model enhanced literacy vocabulary skills through helping learners in letter recognition, exposure to new words, build listening and read ing skills, distinguish in words by their sounds and motivating learners. It was also relevant in enhancement of literacy comprehension skills through improving learners' writing skills, deriving meaning from text, pictures, sounds and animations.It was also found that learners developed literacy fluency skills under VOCOF through speech of right words, accent and phonetics, reciting and building their vocabulary and comprehension skills from letters, words and pictures, and to express themselves in speech using the right punctuation, and grammar. The study concluded that VOCOF unlike other models significantly enhanced literacy skills holistically. Recommendations included the need for teachers of primary schools to adopt VOCOF model, alongside other models in their schools, begin demonstration basis in primary one and later enroll it on the entire lower primary class levels and enriching the VOCOF model to be utilised in all local languages used in the country. The need to design a model which can help in the teaching of numeracy and the effect of teachers' training on the implementation of VOCOF model required further research.