“Influence of Early Intervention on Emergent reading Achievement of Grade three pre-Lingual deaf learners in Kenya”
Country of Study
Kenya
Institution
Maseno University
Expected Year of Completion
2026
Thematic Area
Education and Pedagogy
Education
Ruth holds a Master’s degree in Special Needs Education with a focus on Deaf Education, as well as a Postgraduate Diploma in Special Needs Education from Daystar University in Kenya. She is currently pursuing a PhD in Special Needs Education with a focus on Deaf Education at Maseno University in Kisumu, Kenya. Ruth has completed her coursework and successfully defended her research proposal. She is expected to complete her PhD in December 2026. Ruth works as the County Director for Disability Services at Vihiga County, Kenya, with the National Council for Persons with Disabilities.
Research Summary
Ruth’s research addresses a significant gap in the education of pre-lingual deaf learners in Kenya, where academic performance is historically low. Pre-lingual deaf learners, those who are born deaf or acquire deafness before learning spoken language, face considerable challenges in developing reading skills due to their limited exposure to language. While early intervention programs have shown promise in other contexts, there is limited research on their effectiveness in Kenya. The current study seeks to explore how early intervention can improve emergent reading skills for these learners, and identify which components of early intervention are most beneficial in the Kenyan context. The research aims to provide practical measures to prevent delays in language acquisition, whether spoken or signed, ensuring that pre-lingual deaf learners have the language skills necessary to succeed academically and socially, thereby contributing to inclusive education and improved life outcomes.
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