Teachers’ Perspectives on The Long -Term Impact of The Tusome Program on Upper Primary Literacy Development: A Case Study of Kisii Central Sub- County

Abstract

Sustaining early literacy gains beyond lower primary grades remains a significant challenge in Kenya. The Tusome program, implemented in Grades 1–3, aimed to strengthen foundational literacy skills, yet limited research has examined its long-term impact on upper primary learners. This study explored teachers’ perspectives on the long-term effects of Tusome on literacy development in Grades 4–6 in Kisii Central Sub-County. The main objective was to investigate how the program influenced learners’ reading, writing, comprehension, and the application of literacy skills in content-based subjects in upper primary. The study was guided by Vygotsky’s Sociocultural Theory, which emphasizes scaffolding within the Zone of Proximal Development, and Bandura’s Social Cognitive Theory, highlighting modeling, reinforcement, and learner self-efficacy. A qualitative case study design was employed, targeting twenty upper primary teachers as the population of the study. Data were collected through semi-structured interviews, allowing participants to provide in-depth perspectives on learners’ literacy outcomes and challenges. Thematic analysis was used to identify recurring patterns and themes, which were interpreted in relation to the research objectives and theoretical frameworks. Findings revealed that Tusome significantly enhanced learners’ reading fluency, oral confidence, and retention of basic literacy skills. Teachers observed that learners entering upper primary were more confident in reading, speaking, and engaging with texts. However, challenges persisted in advanced comprehension, organized writing, and the application of literacy skills in content-based subjects. Systemic factors including limited instructional resources, inadequate parental support, teacher transfers, and an overloaded curriculum were reported as barriers to sustaining literacy gains. Teachers recommended extending Tusome strategies into upper primary, continuous professional development for teachers, curriculum alignment, and increased parental and community engagement. This study contributes to knowledge by providing empirical insights into the long-term sustainability of early literacy interventions beyond lower grades. It demonstrates that foundational reading skills alone are insufficient for continuous literacy development and underscores the necessity of sustained scaffolding, teacher support, and multi-stakeholder involvement to ensure learners’ literacy skills continue to develop as they progress through primary school.