International Journal of Sub-Saharan African Research (IJSSAR)

Background: Adult literacy remains a key pillar for socio-economic development and lifelong learning. While many educational policy papers and programme evaluations propose teaching strategies for improving adult literacy, but few are grounded in rigorous, localised evidence. In rural regions such as Kakamega County, Kenya, adult learners continue to face challenges in acquiring effective English language reading skills due to socio-economic constraints, limited instructional resources, and diverse linguistic backgrounds.
Objective: This study investigated evidence-based instructional strategies for enhancing English language reading skills among adult learners in Adult and Continuing Education Centres (ACECs) in Kakamega County, Kenya.
Method: The study adopted a descriptive survey research design and targeted adult learners and English language instructors across selected sub-counties in Kakamega County. A multistage sampling technique was used to select 116 participants from 16 ACECs. Data were collected using interviews and document analysis, and analysed using descriptive techniques. Results: Findings revealed that the envisaged instructional strategies such as the use of learners’ daily-life reading materials, integration of language learning with livelihood skills, and participatory teaching methods were rarely implemented. The study further established that challenges including inconsistent learner attendance, limited professional training for instructors, and inadequate learning materials significantly hampered instructional effectiveness and learner participation in the reading process.
Conclusion: The study concludes that despite the existence of recommended literacy teaching strategies, their non-implementation continues to undermine the development of English language reading skills among adult learners in ACECs in Kakamega County. This situation limits the contribution of adult literacy programmes to national literacy and development goals.
Unique Contribution: This study provides localised empirical evidence on the gap between policy-driven instructional strategies and classroom practice in adult literacy education. It highlights the background realities influencing instructional delivery in rural ACECs in Kenya.
Key Recommendation: The study recommends the adoption of learner-tailored, contextually relevant, and evidence-based instructional practices, supported by regular instructor training, improved learning resources, and strengthened learner support systems to enhance reading outcomes in Adult and Continuing Education Centres.