This study examined the effects of teacher scaffolding on students' reading comprehension in Dona Berber Primary School, Ethiopia. Forty were selected using purposive sampling. A quasi research design was employed to examine changes in the students' reading strategies and reading comprehension as a pre-and post-reading comprehension tests checklists, and Focus Group Discussion were used paired samples t-test and percentage were employed to analyze the quantitative data, but meta-explanations were used to analyse the qu indicated that scaffolding reading strategy instruction is effective in improving students' passage reading comprehension and teacher's and students' utilization of scaffolding reading strategies (experiences). Therefore, it is training on scaffolding reading strategy use be given to English language teachers and students in a large scale.

This study examined the practices and challenges of teaching assessment in Dona Berber Primary School. Twelve grade 4 students were selected using simple random sampling technique and an English teacher and a school supervisor were selected by available sampling. Structured Classroom Observati checklist, reading skills test and unstructured interview were used as data collecting instruments. The quantitative data were analyzed using percentage whereas the qualitative ones were narrated. The quantitative data disclosed lower student scores, while the qualitative data showed that reading strategies were not infused in the reading lessons. The result also showed that the reading skills assessment was poorly addressed. Therefore, it is recommended that those who are in the decision line shall work to create a reasonable balance between reading strategies and assessment.

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.

No abstract

This study examined connections between beliefs college English language instructors' held about reading strategies and how they implemented them in teaching reading. The sites of the target population for this study were the Colleges of Teacher Education students in Amhara National Regional State Council, Ethiopia. In this region, there are 10 Administrative Zones. In the zones, there are 10 colleges. Among these, 4 colleges were selected by simple random sampling technique. From the 4 selected colleges, 26 instructors were selected by simple random sampling technique. Data were collected through close-ended questionnaire items and observation checklist. Data obtained from questionnaire were analyzed using percentage where the observation data were applied one sample t-test. The findings indicate that college instructors held strong beliefs about English language strategies. In spite of their strong belief, however, the research confirmed that instructors do not actually apply the strategies in their reading classes. From the findings, it could be inferred that it would be useful if instructors adjust their beliefs to practices. To help instructors connect their beliefs to their practice, there seems a need to train them on reading strategies.