A Study of the Practices of Teaching Reading Comprehension Skill: The Case of Grades 5 and 6 of Karalo Kindergarten and Primary School in Addis Ababa, Ethiopia

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dc.contributor.advisorGeremew Lemu (PhD)
dc.contributor.authorMisganaw Adane
dc.date.accessioned2024-08-29T08:05:58Z
dc.date.available2024-08-29T08:05:58Z
dc.date.issued2024-05
dc.description.abstractThe purpose of this study was to assess the practices of Teaching Reading Comprehension skill in grades 5 and 6 Karalo kindergarten and primary school in Addis Ababa. A descriptive research design was used to conduct the study, and the necessary data were collected through questionnaires, classroom observation, and interview. Then, the collected data were analyzed using both qualitative and quantitative methods. The study revealed that the reading performance of students’ was below the expected competencies at grade 5 and six levels. Moreover, the study revealed that the teachers did not measure reading performance at all and most of the teachers did not incorporate interactive discussions during reading sessions to enhance comprehension skills of the students. The findings further showed that guessing the meaning of an unfamiliar word from the context, and finding the central idea of a passage were some of the types of the reading difficulties among the grade 5 and 6 students. Based on the findings it is recommended that in order to improve the students’ reading comprehension skill; the students have to practice reading comprehension in the target language in the classroom, they have to participate in different activities in the classroom and they read perform reading comprehension at their homes. To this end, teachers also ought to play prominent roles to improve the students’ reading comprehension skill.
dc.identifier.urihttps://etd.aau.edu.et/handle/123456789/3431
dc.language.isoen_US
dc.publisherAddis Ababa University
dc.subjectTeaching Reading Comprehension Skill
dc.titleA Study of the Practices of Teaching Reading Comprehension Skill: The Case of Grades 5 and 6 of Karalo Kindergarten and Primary School in Addis Ababa, Ethiopia
dc.typeThesis

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