Teacher’s Current Practices of Teaching Reading and Grade Four Students’ Reading Achievement in Dona Berber Primary School
Keywords:
Early Grade Reading Assessment, Reading SkillsAbstract
This study examined the practices and challenges of teaching reading strategies and assessment in Dona Berber Primary School. Twelve grade 4 students were selected using simple random sampling technique and an English teacher and a school supervisor were selected by available sampling. Structured Classroom Observation checklist, reading skills test and unstructured interview were used as data collecting instruments. The quantitative data were analyzed using percentage whereas the qualitative ones were narrated. The quantitative data disclosed lower student scores, while the qualitative data showed that reading strategies were not infused in the reading lessons. The result also showed that the reading skills assessment was poorly addressed. Therefore, it is recommended that those who are in the decision line shall work to create a reasonable balance between reading strategies and assessment.
Downloads
Metrics
References
Abebe Damitew (2012). Teaching Reading Skills in English as a Foreign Language through Interactive Classroom Teaching Versus Plasma Teaching with reference to Grade Ten Students in Addis Ababa. PhD Dissertation: Addis Ababa University
Abiy Ygzaw (2007). Effects of Teacher Mediation on Students’ Concepts and Approaches to Reading. VDM Verlag.
Adams, M.J. (1990). Beginning to read: Thinking and Learning about Print. Cambridge, MA: MIT Press.
Afflerbach, P. and Cho, B.Y. (2009). Identifying and Describing Constructively Responsive Comprehension Strategies in New and Traditional forms of Reading. In: S.
E. Israel and G. G. Duffy (Eds.), Handbook of research on reading comprehension (pp. 69-90). New York, NY: Routledge.
Amlaku, B. (2010). Language Policies and the Role of English in Ethiopia. Presentation Paper at the 23rd Annual Conference of IATEFLBESIE (19-21), Bielefeild, Germany.
Baumann, J.F. and Bergeron, B. (1993). Story-map Instruction using Children’s Literature: Effects on first graders’ Comprehension of Central narrative Elements. Journal of Reading Behavior 25: 407-437.
Beck, I.L. and McKeown, M.G. (2001). Text talk: Capturing the Benefits of Read-aloud Experiences for Young children. The Reading Teacher 55: 10-35.
Beck, I.L. and McKeon, M.G. (2006). Improving Comprehension with Questioning the Author: A Fresh and Expanded View of a Powerful Approach. New York, NY: Scholastic.
Block, C.C., Parris, S.R., Reed, K.L., Whiteley, C.S. and Cleveland, M.D. (2009). Instructional Approaches those significantly increase Reading Comprehension. Journal of Educational Psychology 101: 262-281.
Cameron Sheena (2010). Teaching Reading Comprehension Strategies, Person Education, Auckland, NZ.
Chall,J. (1983). Strategies for Reading Development. New York: McGraw-Hill.
Clay, M. (1990). The Early Detection of Reading Difficulties.
Hong Kong: Heinemann.
Dawit Tibebu (2014).The Effect of Explicit Reading Strategy Instruction on Reading Comprehension of Upper Primary Grade Students. International Journal of Education 6(3).
Dereje Negede. (2012). Primary EFL Teaching in Ethiopia: Policy and Practice: Unpublished PhD Dissertation. Addis Abeba University.
Dole, J.A., Nokes, J.D. and Drits, D. (2009). Cognitive Strategy Instruction. In S.E. Israel and G.G. Duffy (Eds.), Handbook of Research on Reading Comprehension (pp. 347-372). New York, NY: Routledge.
Donaldson, R. (2011). What Classroom Observations Reveal About Primary Grade Reading Comprehension instruction within High Poverty Schools Participating in the Federal Reading First Initiative" (2011). All Graduate Theses and Dissertations. Paper 87.
http://digitalcommons.usu.edu/etd/987
Duke, N.K., and Carlisle, J. (2011). The Development of Comprehension. In M. L. Kamil, P. D. Pearson, E. B. Moje, and P. P. Afflerbach (Eds.). Handbook of Reading
Research: Volume IV (pp. 199-228). New York, NY: Routledge.
Duke, N.K., and Martin, N.M. (2008). Comprehension Instruction in Action: The Elementary Classroom. In: C.C. Block and S.R. Parris (Eds.), Comprehension Instruction: Research-based best Practices (pp. 241-257). New York, NY: Guilford.
Duke, N. K. and Pearson, P. D. (2002). Effective Practices for Developing Reading Comprehension. In: A.E. Farstrup and S.J. Samuels (Eds.). What Research has to say about Reading Instruction (3rd ed., pp. 205-242). Newark, DE: International Reading Association.
Fournier, D. and Graves, (2002). Scaffolding Adolescents’ Comprehension of Short Stories. Journal of Adolescent and Adult Literacy 48(1): 30-39.
Graesser, A.C. (2007). An introduction to Strategic Reading Comprehension. In: D.S. McNamara (Ed.), Reading comprehension strategies: Theories, interventions, and technologies (pp. 3-26). NewYork, NY: Erlbaum.
Harmer, J (2001). The Practice of Language Teaching.
London: Pearson Group Ltd.
Juel, C. (1988). Learning to read and write: A Longitudinal Study of 54 Children from First Through Fourth Grade. Journal of Educational Psychology 80(4): 437-447.
Kintsch, W., and Kintsch, E. (2005). Comprehension. In: S.
G. Paris and S.A. Stahl (Eds.), Children’s Reading Comprehension and Assessment (pp. 71-92). Mahwah, NJ: CIERA.
Ministry of Education (2009). General Education Quality Improvement Package (GEQIP) for Ethiopia. USAID.
MoE (2011). English for Ethiopia. Student Book. Grade Four.
Addis Abeba: USAID
MoE .(2008). Minimum Learning Competencies Grades 1-4.
Addis Ababa: MoE.
MoE (Ministry of Education). (2010). Education Sector Development Program: ESDP IV (2010/2011–2014/ 2015). Addis Ababa: Ministry of Education.
MoE (Ministry of Education). (2008). Ethiopian Third National Learning Assessment. Addis Ababa: Ministry of Education.
NOE (National Organization for Examinations). (2004). Ethiopian Second National Learning Assessment of Grades 4 and 8 Students. Addis Ababa: NOE/MOE.
NOE (National Organization for Examinations). (2000). Ethiopian Baseline National Learning Assessment of Grades 4 and 8 Students. Addis Ababa: NOE/MOE.
Palincsar, A. (1986). The Role of Dialogue in Providing Scaffold Instruction. Educational Psychologist 21 (1 and 2): 73-98.
Pressley, M. and Afflerbach, P. (1995). Verbal Protocols of Reading: The Nature of Constructively Responsive Reading. Hillsdale, NJ: Erlbaum.
Pressley, M. and Wharton-McDonald, R. (2006) The Need for Increased Comprehension Instruction. In Pressley, M, Reading Instruction that Works: the Case for Balancing Teaching (3rd Ed, pp. 293-346), The Guilford Press, New York, NY.
Raphael, T.E. and Pearson, P.D. (1985). Increasing Students’ Awareness of Sources of Information for Answering Questions. American Educational Research Journal 22: 217- 235.
Piper, B. (2010). Ethiopia Early Grade Reading Assessment. Data analytic report: language and early learning. North Carolina: RTI International.
Richards, J.C. and Rodgers, T. (1992). Approaches and Methods in Language Teaching. Cambridge: Cambridge University Press.
Rodgers, A. and Rodgers, E.M. (2004.) Scaffolding Literacy Instruction. Strategies for K-4 Classrooms. Portsmouth: Heinemann.
Seid Mohammed (2012). Effects of Cooperative Learning on Reading Comprehension Achievement in EFL and Social Skills of Grade 10 Students. PhD Dissertation: Addis Ababa University.
Shanahan, T., Callison, K., Carriere, C., Duke, N.K., Pearson, P.D., Schatschnieder, C., and Torgesen, J. (2010). Improving Reading Comprehension in Kindergarten through 3rd grade: A practice guide (NCEE 2010-4038). Washington, D.C.: National Center for Education Evaluation and Regional Assistance, Institute of Education Sciences, U. S. Department of Education. Retrieved from http://ies.ed.gov/ncee
Smith, C., Stone, R. and Comings, J. (2012). Field Study Report: Literacy Policy and Practice in Ethiopia: Building on the TELL Programs and EGRA Results” Retrieved 5 May 2014.
Snow, C., Burns, S., and Griffin, P. (1998). Preventing Reading Difficulties in Young Children. Washington, D.C.: National Academy Press
Stanovich, K. (1986). Matthew Effects in Reading: Some Consequence of Individual Differences in the Acquisition of Literacy. Reading Research Quarterly 21(4): 360-407.
Stahl, K.A.D. (2004). Proof, Practice, and Promise: Comprehension Strategy Instruction in the Primary Grades. The Reading Teacher 57: 598-609.
Taylor, B.M., Pearson, P.D., Clark, K. and Walpole, S. (2000). Effective Schools and Accomplished teachers: Lessons about Primary Grade Reading Instruction in Low- income Schools.
Transitional Government of Ethiopia (1994). Education and Training Policy: Addis Abeba: EMPDA.
Tsehay Jemberu (2012). Reading Assessment of Early Children of Five Woredas in North Gonder Amhara Regin: A Baseline Data Analytic Report. Save the Children- Norway.
USAID/ Ethiopia. (2011). Reading for Ethiopia’s Achievement Developed (READ) Technical Assistance project. Pre- solicitation for Request for Proposals. Addis Ababa: USAID.
American Institutes for Research. (2012). Ethiopia Teach English for Life Learning (TELL) Program: Ethiopia English Early Grade Reading Assessment: Data Analytic Report: American Institute for Research (AIR).
Wilkinson, I.A.G., and Son, E.H. (2011). A Dialogic Turn in Research on Learning and Teaching to Comprehend. In:
M.L. Kamil, P.D. Pearson, E.B. Moje, and P.P. Afflerbach (Eds.), Handbook for Reading Research (Vol. 4, pp. 359- 387). New York, NY: Routledge.
Downloads
Published
How to Cite
License
Copyright (c) 2015 Journal of Science, Technology and Arts Research
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
STAR © 2023 Copyright; All rights reserved
