Abstract
This study examined the effects of language teaching strategies in Amhara region, Ethiopia on children’s phonemic awareness reading performance. To this end, one hundred and two grade one children of two intact sections (n=50) and (n=52) were selected and participated as experimental and control groups, respectively. The research employed quasi-experimental pre- and post-test research design that aimed at examining the effects of reading strategies in children’s phonemic awareness performance. Besides, the researchers collected data through non-participant observation and teacher self-reflection reports. To analyze children’s phonemic awareness, paired samples t-test was computed using pre- and post-test scores of the children. To analyze the qualitative data, researchers employed narratives based on categories formed considering the basic themes of the research questions of this paper. Findings indicated that phonemic awareness reading strategies used in Amhara region could improve children’s phonemic awareness performance. Furthermore, observation and teachers’ reflections showed that there were positive results on the application of the strategies in improving children’s phonemic awareness. Eventually, recommendations and implications for further research were suggested.
Highlights
Juel [1] and United States Agency for International Development/Improving Quality in PrimaryEducation Program [hereafter USAID/IQPEP] [2] contended that gap in reading performance begins and continues from early grades and children who cannot read by the end of grade one tend to stay behind reading and other language skills
The purpose of this study was to look into effects of reading strategies on grade one children’s phonemic awareness reading performance
This implies that the intervention has contributed much to students’ reading performance
Summary
Education Program [hereafter USAID/IQPEP] [2] contended that gap in reading performance begins and continues from early grades and children who cannot read by the end of grade one tend to stay behind reading and other language skills. Children who fall behind in kindergarten and grade one continue to fall further behind over time and their difficulties associated with reading persist through adulthood demonstrating that the consequences of untreated reading difficulties extend far beyond poor academic achievement [4, 5]. There is, keen interest in providing children with the most beneficial reading instruction early in life in formal education structure [6,7,8]. When children are first provided with formal reading instruction in kindergarten and grade one, they need to understand what reading is about and how it works. Research (e.g., [9, 10]) made clear that unless teachers help children practice phonemic awareness through the alphabetic
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