Lexical and Morpho-Syntactic Error Patterns in Kenyan Grade 6 Learners' Reading Comprehension: An Error Analysis Perspective within a Task-Based and Schema-Theoretic Framework

Abstract: This study examines lexical and morpho-syntactic errors in the reading comprehension of Grade 6 learners under Kenya’s Competency-Based Curriculum (CBC), drawing on Error Analysis theory to illuminate the underlying causes of poor performance. The data form part of a larger doctoral study grounded in Schema Theory and Task-Based Language Teaching (TBLT), which investigates how schema-building tasks can enhance comprehension. Using responses from a pre-test comprehension activity, learner errors were classified as either interlingual or intralingual and qualitatively analyzed for severity and potential impact on performance. Findings reveal a prevalence of intralingual errors, particularly in incorrect word collocations (e.g., diseases of lifestyle instead of lifestyle diseases) and morpho-syntactic misapplications (e.g., Sayed instead of Said), both of which led to significant penalization in marking. These patterns suggest limited exposure to accurate language input and insufficient activation of relevant schemata before engagement with the text. The study argues that integrating schema-building, task-based reading comprehension activities—particularly in pre-reading stages—can mitigate such errors, thus improving comprehension outcomes. Implications for classroom practice and teacher training under the CBC are discussed. Keywords: Competency-Based Curriculum (CBC), Error Analysis, Grade 6, Intralingual Errors, Lexical Collocation, Morpho-syntactic Errors, Reading Comprehension, Schema Theory, and Task-Based Language Teaching (TBLT). Title: Lexical and Morpho-Syntactic Error Patterns in Kenyan Grade 6 Learners’ Reading Comprehension: An Error Analysis Perspective within a Task-Based and Schema-Theoretic Framework Author: Louise Omollo, Nancy, A. Ong’onda, Omondi Oketch International Journal of Novel Research in Life Sciences                                                    ISSN 2394-966X Vol. 12, Issue 4, July 2025 – August 2025 Page No: 25-33 Novelty Journals Website: www.noveltyjournals.com Published Date: 29-August-2025 DOI: doi.org Paper Download Link (Source) noveltyjournals.com