Imbogamizi mu myigire n’imyigishirize yo gusoma Ikinyarwanda mu mwaka wa gatatu w’amashuri abanza yo mu Rwanda

Abstract

This research has the purpose of pointing out the challenges that are found in learning and teaching reading Kinyarwanda and the favorable ways that can be used in clearing reading of Kinyarwanda in lower primary three. In selecting the respondents of this study, the purposive sampling method was used, where eight teachers who teach Kinyarwanda in the third year of primary school and four school administrators responsible for the curriculum were chosen. In total, twelve participants were involved in the study. To demonstrate the methods used by lower primary three teachers during teaching to read the Kinyarwanda language, to show the obstacles faced by lower primary three learners during learning and of reading the Kinyarwanda language, to show challenges faced by lower primary three teachers during teaching to read the Kinyarwanda language. The obstacles faced by Kinyarwanda teachers during teaching to read, this study has shown that there are insufficient books, parental influence, the influence of school leaders, the teachers who didn’t study Kinyarwanda as well as the ways it is taught, the learners who are promoted in primary three unaware of differentiating vowels and consonants and others. Referring to the findings from respondents recommend the increasing of Kinyarwanda reading books, especially in lower primary schools. Furthermore, the number of libraries in schools must be increased, as well as changing Kinyarwanda's essay to audiovisual to be kept and used by using technology. The teachers of Kinyarwanda in lower primary should be given different training about teaching Kinyarwanda reading skills.