Abstract: The Tanzanian government has enacted policies aimed at ensuring that children attain a level of proficiency in reading, writing, and arithmetic by the time they finish either their second or third grade. Nevertheless, empirical research suggests that a section of children is completing the obligatory seven-years’ duration of primary education without attaining essential proficiencies in reading and writing. However, it has been noted that the utilization of digital technology has a positive impact on the advancement of reading and writing abilities. This study examined the impact of digital media on the educational practices of lower-grade classrooms, specifically in relation to the enhancement of reading and writing abilities. The research encompassed a total of 36 individuals, comprising 12 teachers in the early grades, 6 school administrators, and 6 professionals specializing in information technology. These respondents were selected from 6 primary schools located in Dodoma City. The investigation focused on 3 government-run primary schools and 3 non-governmental primary schools. The research included a combination of qualitative and quantitative approaches within a contemporaneous triangulation methodology. The study’s primary findings indicate that digital media is frequently employed for educational objectives. Students are not just utilizing technology, but also developing literacy competencies, and this early integration can be perceived as advantageous for further scholarly pursuits. Educators commonly hold the belief that various multimedia tools, including cartoons, instructional videos, digital media such as projectors, and online platforms like as YouTube, Twinkly, Akili, and Pinterest, have the potential to augment students’ literacy abilities. This study proposes that educational institutions should prioritize the selection of digital resources that are specifically developed for educational purposes, in accordance with the curriculum, incorporate diverse media formats, and cater to various learning styles.

Abstract: Literacy in reading is essential for all learning and achievement in life, particularly in the information age. According to a National Examination and School Inspection Authority (NESA) report, the primary three learners in Rwanda do not meet the standards of English literacy. This study sought to compare reading comprehension levels between primary three learners of public schools and those from private schools. Two hundred and thirteen (213) learners were randomly selected and ten (10) primary English teachers were purposively involved in the study. The study was guided by the Simple View of Reading Theory developed in 1986 by Gough and Tunner and supported by Hoover and Gough (1990). English reading test administered to learners was taken from UNESCO’s Global Proficiency Framework for Reading (GPF) document. The results showed the lower reading comprehension of learners from public schools as compared to those from private schools. It was also revealed in public schools that the unavailability of reading materials, limited time allocated to reading and big class size hinder reading performance. It was recommended that the government should provide enough reading materials in public schools. Parents should support children at home in the reading tasks.