Asian Journal of Arts, Humanities and Social Studies

Reading comprehension continues to pose challenges for learners in Kenyan primary schools, despite reforms introduced under the Competency-Based Curriculum (CBC). This study investigated the relationship between task-based pre-reading activities and Grade 6 learners’ comprehension outcomes through a quasi-experimental mixed-methods design involving 612 learners and 8 teachers in Athi River Sub-County. Learners undertook pre-tests, pre-reading tasks, and post-tests, while teachers provided evaluative feedback through a post-intervention survey. Pearson’s correlation coefficient revealed a strong, statistically significant positive correlation (r = .869, p < .01) between performance in pre-reading tasks and post-test comprehension scores. Teacher perspectives corroborated these results, with prediction/inference and brainstorming ranked as the most effective strategies, followed by picture analysis, K-W charts, and role play. These findings affirm the role of schema activation in comprehension and underscore the pedagogical relevance of Task-Based Language Teaching (TBLT). The study concludes that systematic integration of pre-reading tasks into reading instruction under CBC can significantly enhance learner engagement and comprehension outcomes, while further research into while- and post-reading tasks is recommended.