Dissertation (MA Education)This study examines how the teaching of reading can be improved by developing and using innovative materials. The study employed a quasi-experimental design in which two schools in Kilimanjaro Region were involved. The experimental school had one teacher and 55 pupils while the control school had one teacher and 41 pupils. Data were collected through interviews, documentary review, test and observation. Qualitative data were analysed using content analysis while quantitative data from the test were analysed using statistical methods. The findings revealed that before the experiment, both teachers were teaching Kiswahili through traditional way of teaching because they lacked knowledge and skills on how to use the interactive method. Pupils had little interest and faced difficulties in understanding the lessons. After the introduction of the innovation in experimental school, the teacher admitted that the material made her work simpler because her role was that of a facilitator, coach and guide and her pupils were more active and interested in the lessons. Pupils from the experimental school performed significantly better after the intervention than those of the control school in the post test, and gave testimonies of being more actively involved in learning, easier understanding, building more learning skills, and increased interest in the subject. It is concluded from the study that the teaching of reading through innovative materials has been successful in improving the teacher’s knowledge and skills. It has also made learning easier and more effective. It is recommended that lessons from this study be used to improve the teaching of reading and even in other subjects.