Abebe Damtew(PhD)Endrias Yisihak Ukumo2025-05-022025-05-022024-12https://etd.aau.edu.et/handle/123456789/5388The purpose of this study was to investigate English teachers’ perception of preparedness and practice of teaching early grade reading. The context of this study was randomly selected public primary schools in Hawassa City Administration, Sidama National Regional State, Ethiopia. To achieve its objectives, this study chose a descriptive research design of mixed methods. Quantitative data were gathered from 125 English teacher of 20 randomly selected schools through questionnaire of closed ended items of four scales adapted from (Salinger et al, 2010; Nyguyen, 2013) and knowledge assessment test of 40 multiple choice items; qualitative data were gathered through unstructured classroom observation of 60 video recorded lessons, two focus group discussions, 15 writtenclassroom assessment activities and semistructured interviews.The data gathered through knowledge assessment test and questionnaires were analyzed by using Statistical Package for Social Scieneces (SPSS Version 25.0). The qualitative data from focus group discussions and interviews were coded by using grounded theory techniques, and categories were identified for interpretation and discussion. It has been learnt from the teachers’ responses that teaching early grade reading got little emphasis of coursework and practicum of primary English teacher preparation. As result, the teachers are not completely sure how to use the strategies and activities with students in all early grades and at all reading levels. Moreover,the results have revealed that early grades English teachers have serious knowledge limitations of early grade reading instruction; the average knowledge assessment test score is 36.4%; 113 (90.4%) teachers scored below 50%. and 57.5% of the items were answered incorrectly. The results of classroom observations also reveal that participant English teachers are not properly employing the strategies for effective early grade reading instruction. The participant English teachers are not systematically assessing and recording students’ progress of learning to read; some of the classroom assessment activities have been repeatedly used with no relevance to language and literacy skills development; instead such repeated and irrelevant assessments may have detrimental effects. That is, teachers are inadequately prepared and are teaching and assessing inappropriately. Therefore, due attention should be paid to revising primary school English teacher preparation curriculum with particular focus on teaching early grade reading and providing systematic, explicit and hands-on training to teachers on early grade reading instruction and assessment techniques. However, the implementation of curricular revision of primary English teacher preparation and professional development activities would be effective if the trend of attracting potential teachers of poor academic performance and low interest to the profession is improved.en-USteaching early grade readingThesis