The Status of Reading Skills Development in Subject-area Teaching and Learning: The Case of Comprehension in Afan Oromo among Primary School Children

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Addis Ababauniversity


The core issue in this research was the status of reading skills development in subject-area teaching and learning. The research aimed at to investigating the status (degree) to which material, technical and linguistic conditions allow the constructive building of reading skills in subject areas given in Afan Drama at second-cycle primary school level. To do this descriptive survey method of research was employed. Second cycle primary schools of Dromia in three selected zones (West Shewa West Wellega East Wellega) were the target data areas. Teachers, students and experts of the respective zones and regional experts were data sources whereby 270 teachers, 225 students and 12 concerned experts were partakers. Questionnaire, interview, observation checklist, and document survey were data gathering tools. Four issues were presented to be examined in the realization of this research: efficiency of teachers' training for due enhancement of reading skills in Afan Dromo subjectareas, efficiency of reading materials for due reading practice, channels for dealing with students' readiness In reading, and linguistic competence. It was found out that, teachers didn't get medium-sensitive training in order to guide students in reading to learn. Lack and insufficiencies of the necessary textbooks was also one of the setbacks. Insufficient and far-reaching guides were a part of the shortages, too. The teachers happened to over work such that they failed to deal with individual differences. Hence, the whole matter of reading In subject areas remained litera/. The vast amount of newly coined and technically borrowed words didn't IJave enoug/J glossaries and technical references. Textbook was taken unduly as a sale feeding bottle which did not support the pupils' comprehension wei/. Based up on the above findings, the researcher has come to deduce that reading to learn in the selected schools has been highly bound to ordinary copying of text data, and interpretive and creative reading have been prone to shortage to worse and absent to the worst. The sale and proximate professionals, the teachers, themselves have been used to J, {iltr" , II dispensing information, not gUiding pupils' independent reading and concept formation. This, in turn, has made the whole work of pupils' reading to learn unfruitful since it blocks creative envisage. Textbooks and teachers' guides, by themselves, have been insufficient as seen by the researcher practically, and even, some subjects have been taught with no text around (for instance, Civic Education). After examining the status of reading skills development in the subject areas given in Afan Oromo, the researcher has come up with the following major recommendations: i.Course provision in Afan Oromo subject areas should enclose the way through to developing reading skills, and this must be done by the respective colleges of teachers education. More strategically, such a provision must gear towards making subject methodology media-sensitive, and be given in both in service and pre-service channels. 2. The supply of text books and teachers guides in Oromia in general and in the targeted research area schools in particular should see a great improvement if pupils ale to read constructively. 50, the provisions of books at the second-cycle primary level has to get due consideration as planned as for the first-cycle primary. Both Oromia Education Bureau (OEB) and the respective technical advisors have to show their shares, in here. 3. The reading materials at hand must have exercises and expressions duly set to initiate reading to learn at the different comprehension levels, and ,I)ence the respective curriculum experts have to re-assess the liability of the core medium for pupils reading, and take progressive measures. 4. Sessional enriching programs to refresl) teachers at the grass root level should enclose ways of tackling and treatment of reading skills set back at the operationallevcl. For this to prove practical, every remedial (tutorial) to be given has to bc based upon need assessment and feedback from both teachers and students



Development in Subject-area Teaching and Learning