An Insight into the Practice of Teaching Early Reading in Ethiopian Primary Schools

Abstract

Abstract This study was conducted with the objective of investigating the practice of teaching early reading comprehension. The study was carried out in sixty-six Grade 2 government primary schools found in SNNPR State in Gedeo zone,Ethiopia, in the academic year 2015. Sixty-six English language teachers were subjects of the study. The study employed mixed method, specifically QUANT-QUAL one. Data were collected using questionnaires, observation and interview. Sixty-six of the teachers (one teacher from each selected school) who were teaching English in Grade 2 completed the questionnaire. Ten of the teachers were observed while they were teaching reading to see how they were teaching reading and six of the teachers were interviewed. Data from questionnaires, classroom observations and interview were categorized and descriptively analyzed using frequency and percentage. The data were analyzed using both quantitative and qualitative methods. The findings revealed that teachers failed to implement the teaching of early reading according to the theories and principles of teaching early reading. Teachers were seen using inappropriate reading techniques and procedures in the mentioned grade level. The study also revealed that teachers are deficiently trained in phonological awareness, phonics instruction, comprehension, fluency and vocabulary.