Utilization Frequency Of Contexualized Learning Materials’ Influence On Grade Three Learners’ Reading Skills Acquisition In Bungoma South Sub County’kenya

Reading literacy is a cornerstone of educational achievement and personal development, particularly in the early years of formal schooling. In Kenya, concerns have been raised about the ability of Grade 3 learners to achieve expected reading proficiency levels in different areas including Bungoma County. This study evaluated type and frequency utilization of contextualized learning resources and their impact on reading skills acquisition among Grade Three pupils in Bungoma South Sub-County, Kenya. The study was guided by Vygotsky's Sociocultural Theory and employed a descriptive survey design. The target population comprised 8,296 Grade Three pupils and 1,244 teachers, from which a sample of 830 pupils and 124 teachers was drawn using stratified and simple random sampling techniques. Data was collected using questionnaires, observation checklists, and pupil assessment tests; achieving a reliability coefficient of 0.7 using Cronbach's Alpha. Findings revealed that Most teachers (92.7%) utilized contextualized learning resources at different frequencies, with 58.1% using them daily, 27.4% weekly, and 14.5% monthly or less. The most frequently used resources included charts and visual displays (83.1%), locally adapted storybooks (73.4%), real objects and manipulatives (70.2%), and picture cards (62.9%). Correlation analysis showed a strong positive relationship between frequency of resource usage and reading skill improvements, with vocabulary development showing 93.5% improvement rates and comprehension demonstrating 19% enhancement. However, implementation barriers included limited funding (70.2%), professional development gaps (61.3%), and time constraints (58.1%) that affected consistent utilization. The study concluded that frequent use of contextualized learning resources significantly enhances reading skills acquisition and recommended increased funding allocation, targeted teacher training programs, and policy support for resource development to maximize literacy outcomes.