Binyam SisaySamuel Zinabu2025-08-162025-08-162025-02-01https://etd.aau.edu.et/handle/123456789/6824The purpose of this study was to examine Koorete language teachers‟ practices regarding the key components of phonological awareness in the early grades in Koore zone, Southern Ethiopia region. The study specifically aimed at investigating teachers‟ practices regarding components of phonological awareness, identifying perceptions of teachers‟ readiness to teach phonological awareness, exploring the challenges teachers face in teaching phonological awareness, and assessing the alignment of the content of students‟ textbooks with the primary school mother tongue curriculum. In doing so, the study employed mixed methods design and sociocultural theory as a theoretical foundation of the study. Questionnaires, classroom observation, semi-structured interviews, and content analysis were used to generate the data. Purposive and random sampling techniques were used to select teachers and schools respectively. Accordingly, 23 grade one teacher, 23 grade two teachers; 4 school principals were randomly selected from thirty primary schools. In addition, two college mother-tongue language instructors have participated. Qualitative data were analyzed thematically and the quantitative one using descriptive analysis with frequencies and percentiles. The results of this study showed that early grades Koorete language teachers do not adequately integrate and practice the key components of phonological awareness in the early grades due to a lack of content and pedagogical knowledge related to teaching phonological awareness. The findings also indicated that teachers lack adequate pre-service and in-service teacher training as well as lack of explicit and systematic use of effective lesson planning and supplementary reading materials. Additionally, early grade mother tongue language teachers fail to allocate adequate time. Therefore, it is recommended that special attention be paid to integrating phonological awareness in the early grades, with particular reference to Koorete language teaching, in curriculum design, textbook preparation, and teacher training programs. The study also recommends that teachers be adequately equipped with content and pedagogical awareness, provided with phonological awareness resources, and supported through in-service training to improve the teaching of reading skills in the mother tongue language. Finally, all stakeholders must work on the access and quality of textbooks and supplementary reading materials, adopt explicit and systematic teaching practices, organize in-service training, and create an environment that promotes teachers' literacy practice.enThesis