Early Grade Reading Assessment in the East Wollega Zone of Oromiya: A Study on Mother Tongue Reading Competence of Grade 4 Pupils

Authors

  • Getachew Anteneh Department of Ethiopian Languages and Literature (Amharic), College of Social Sciences and Humanities, Jimma University, Ethiopia
  • Tekle Ferede Department of English Language and Literature, College of Social Sciences and Humanities, Jimma University, Ethiopia
  • Yemaneberhan Kelemework Department of English Language and Literature, College of Social Sciences and Humanities, Jimma University, Ethiopia
  • Yonas Berkesa Department of English Language and Literature, College of Social Sciences and Humanities, Jimma University, Ethiopia
  • Fisseha Mikre Deapartment of Psychology, College of Education and Behavioural Sciences, Jimma University, Ethiopia
  • Kinde Getachew Deapartment of Psychology, College of Education and Behavioural Sciences, Jimma University, Ethiopia

Keywords:

Early grade reading, reading competence, reading assessment.

Abstract

The results indicated that the majority of the students had serious problems in identifying letters, understanding phonological patterns, dealing with new words encountered in texts and comprehending longer texts. It is thus recommended that educational bureau officials, school administers and Afan Oromo teachers take necessary measures to enable students to master the basic literacy skills before they join Grade 4.

This study investigated Grade 4 students

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Published

2016-06-04

How to Cite

Anteneh, G., Ferede, T., Kelemework, Y., Berkesa, Y., Mikre, F., & Getachew, K. (2016). Early Grade Reading Assessment in the East Wollega Zone of Oromiya: A Study on Mother Tongue Reading Competence of Grade 4 Pupils. International Journal of Sciences: Basic and Applied Research (IJSBAR), 27(3), 1–19. Retrieved from https://www.gssrr.org/index.php/JournalOfBasicAndApplied/article/view/5229

Issue

Vol. 27 No. 3 (2016)

Section

Articles

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