ABSTRACT
The study was carried out in Primary Schools in Mukuru Kwa Reuben Slum in Nairobi Kenya to find out the challenges encountered by pre-school teachers in teaching learners with reading difficulties. The problems found to be responsible were lack of knowledge in handling the this children especially those with special learning problems; they were vii ABSTRACT The study was carried out in Primary Schools in Mukuru Kwa Reuben Slum in Nairobi Kenya to find out the challenges encountered by pre-school teachers in teaching learners with reading difficulties. The problems found to be responsible were lack of knowledge in handling the this children especially those with special learning problems; they were looked at as slow learners, lack of effective teaching, poor teaching methods, and lack of specialized personnel, poor intervention measures, and high student- teacher ratio. The researcher used survey research design. And the data was collected using questionnaire to obtain information the review from the written materials and the discussions with the respondents. The qualitative and quantitative methods were used to analyze data. The most dominant informants were teachers, learners, head teachers, and the community members, and the educational officers. The researcher established among others that the challenges of teaching the pre-school learners with reading difficulties were lack of resources. There was a close relationship between teaching material and leaning recourses and the children’s ability to learn the reading and writing. Despite the majority of the pointed out that they face problems in teaching some of the slow learners, the researcher analyzed that they were not slow learners but the number was always to large for the teachers to offer standard services. The government should therefore see the need to help this special group they are to make a better Kenya.
