Abstract

Prediction skill may be used in reading comprehension passages as encapsulated in interactive approach instruction. Prediction skills assist learners to decode the meaning of comprehension passages by constructing guesses about the contents of texts to be read in comprehension passages. Learners in Vihiga County register low achievement in English language examinations than peers in neighbouring counties over the years. The performance is much weaker in comprehension passages than grammar sections. Although there are low grades, the nexus between use of prediction skills and learners’ achievement in reading comprehension passages has not been assessed. This study applied the Solomon Four Non-Equivalent Group Design to obtain primary data from 279 primary school learners and 8 teachers in 2017. Multiple linear regression used generated two models, one for the experimental group (Model 1) and one for the control group (Model 2). Findings indicate that the influence of prediction skills on learner achievement in reading comprehension passages was significant in experimental, but insignificant in the control groups. However, influence was stronger in the experimental than in the control groups, suggesting that training English language teachers on correct application of prediction skills improves learner achievement in reading comprehension passages. The study recommends need to: sensitise teachers on textbook usage, while supplementing with improvised materials; guide learners through titles; as well as update teacher training curriculum by integrating inter alia, emerging instructional methods embracing Information and Communication Technology and entrenching innovation in resource mobilization and use.

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