Abstract:
The study sought to assess the influence of curriculum
interpretation on learners’ attainment of reading skills in Acholi
Sub region, Uganda. The finding indicated a significant
relationship between curriculum interpretation and attainment
of learners’ reading skills. The study recommended a more
coordinated approach to language policy implementation so that
all learners can have the opportunity to learn to read first in
their mother tongue and for reading to be beneficial and
meaningful for them. Emphasizing instruction in local languages
in government primary schools disadvantages learners when it
comes to preparation for Primary Leaving Examinations.
