On assessment day at the rescue center, Nathan* stood out, just not in the way most children do. While the room buzzed with energy, some kids giggling as they chewed paper and others curiously engaging with our literacy games, Nathan lingered quietly in the corner. He didn’t speak. He didn’t play. He didn’t even look up when we tried to engage him.
He seemed distant, not just in mood but in presence. From the onset, his Swahili had a coastal accent, so as his facilitators, we suspected that he was from the coastal regions. That distance, geographical and emotional, we could only imagine, was hard for him. He was far from home, far from familiarity, and far from the confidence that many of the other children carried, even in their chaos.
During the assessments, Nathan struggled. He hesitated with letter sounds, avoided eye contact, and often looked toward the door as if hoping someone might come for him. It wasn’t just that he was behind academically; he felt left out. The other children had already formed bonds, shared jokes, and found comfort in each other. Nathan hadn’t.
Our superstar Teacher Cynthia knew that Nathan may need specialised attention as the days go by. As classes began something began to shift. It wasn’t dramatic. It was slow; like watching a seed push through dry soil. One afternoon, Cynthia asked him to read the two letter words and he did it without any hesitation.
Cynthia, our teacher, sat beside him during a story session. She didn’t ask him to read. She just read to him. And he listened. The next day, he whispered a letter. Then another. He began to sit closer to the group. He started raising his hand. He began to smile and slowly interact with our lessons.
Now, Nathan sits at the front of the class eager to learn. He’s the first to volunteer during reading sessions and often helps his peers sound out difficult words. He’s learning three-letter words with ease. His voice, once barely audible, now carries across the classroom with confidence.
Nathan’s story is not uncommon. In Kenya, foundational literacy remains a major challenge. According to the latest Usawa Agenda report, only 4 in 10 Grade 4 learners can read and comprehend a Grade 3-level English story. In arid and semi-arid regions like North Eastern Kenya, this drops to just 2 in 10 learners. These statistics reflect deep inequities in access to quality foundational literacy, especially in rural and underserved communities.
This informs our purpose as Watoto Wasome. With children like Nathan we are intent on reducing this gap by meeting the child where they are at. Through needs assessments we ensure that every child receives tailored literacy support based on their current literacy level and not where the curriculum expects them to be. This approach allows us to build trust, spark curiosity, and nurture progress in a way that honors each child’s unique journey.
(Name of the child has been changed to hide the child’s identity)
Become a Volunteer
with Watoto Wasome
The more the hands. the more children learn to love reading.
