An Investigation into Teachers Practices of Teaching Early Reading and Practical problems in Its Implementation

Desta, Minwuyelet Andualem

doi:10.21093/ijeltal.v5i1.608

Cited by 6 publications

(4 citation statements)

References 1 publication

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“…The author cited inadequate teaching and learning resources, inadequate community and school administration support, and overcrowded classrooms as some of the obstacles preventing teachers from developing reading skills among foundation phase pupils. In Ethiopia, Desta (2020) (Edward et al, 2022;Mramboa & Ligembe, 2022;Ndijuye, 2023). Scholars (see for example Anney et al, 2016;Mramboa & Ligembe, 2022;Tandika & Kumburu, 2018), have consistently established the challenges of teaching reading skills in general little is empirically known about the impediments of teaching Kiswahili phonemic awareness and alphabet knowledge.…”

Section: The Research Questionmentioning

confidence: 99%

Impediments in Teaching Kiswahili Phonemic Awareness and Alphabet Knowledge in Grade One in Tanzania

Kambona

2024

jipe

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Research has consistently pointed out the important role played by phonemic awareness and alphabet knowledge in development of reading skills among pupils. Phonemic awareness and alphabet knowledge are good predictors in reading competencies in early grades and higher levels of primary education. This study aims at exploring the constraints facing teaching of Kiswahili phonemic awareness and alphabet knowledge in grade one. The study was qualitative in nature in which phenomenology design was employed. The purposive sampling technique was used to recruit ten grade one teachers and ten head teachers from ten public primary schools in Chemba district. Data were collected through semi-structured interviews. The collected data from teachers and head teachers were thematically analyzed. The research findings indicated that there were variations of the views among teachers and head teachers on the impediments in teaching phonemic awareness and alphabet knowledge in grade one. The prominent mentioned challenges were truancy, mother tongue effect, parents’ limited knowledge. It was recommended that teachers should collaboratively work with parents; revisiting of language policies to incorporate mother tongue in early grades is crucial; and attendance to PPE should be taken into account by the educational stakeholders.

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Section: The Research Questionmentioning

confidence: 99%

Impediments in Teaching Kiswahili Phonemic Awareness and Alphabet Knowledge in Grade One in Tanzania

Kambona

2024

jipe

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“…Therefore, reading instruction in early grade must include reading pillars: phonological awareness, phonics, vocabulary, word decoding awareness, reading comprehension, and practices along with reading components. These components are fundamental in teaching reading across early grades [33]. To this end, assisting a child in developing skills in phonological awareness will provide them with the tools to be successful readers [34].…”

Section: Literature Reviewmentioning

confidence: 99%

Early-Grade Reading: The Challenges That Affect Teachers’ Practice of Phonological Awareness: The Case of Koorete Language

Haile

Mendisu²

2023

Education Research International

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This study aimed to identify the challenges affecting teacher practice of phonological awareness (PA) in the first-grade classrooms of the teaching of the Koorete language. The study adopted the descriptive research design using the survey method and exploratory case study technique, and it was conducted in selected schools in Amaro in the Southern part of Ethiopia. The qualitative method was used to observe and interview the selected participating teachers, and questionnaires were used with the thirty native-language teachers selected. Thirty participating schools were selected through stratified sampling, and 30 native-language teachers were selected through targeted sampling from the selected schools based on their qualifications, experience, and recommendations for merit. Classroom observations, in-depth semistructured interviews, and questionnaires were used to collect data. The recorded data was then transcribed, translated, analyzed, and then it was thematically discussed. The results of the study showed that a lack of subject content and pedagogical knowledge, inadequate teaching materials, inadequate teacher-training programs, a lack of an enabling, literacy-rich environment, and a lack of in-service training in the first grades pose major challenges. The study recommends that teachers need to be adequately equipped with content and pedagogical awareness, to be provided with phonological awareness resources, and they require support by way of in-service training to enhance the teaching of native-language reading skills in early grades. Finally, all stakeholders need to work on the access and quality of textbooks and supplementary reading materials, adopt explicit and systematic teaching practices, organize in-service training, and create a literacy-rich environment for the teacher education program.

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“…Kesadaran guru untuk mempraktikkan pengajaran membaca permulaan berasal dari pengalaman guru sebelumnya, dan konseptualisasi ini memengaruhi praktik guru saat ini tentang cara mengajar di kelas. Hal ini menunjukkan bahwa kesadaran guru untuk mengajar merupakan bagian yang tak terpisahkan dari proses pengajaran dan pembelajaran siswa dalam mengajar membaca permulaan (Desta, 2020).…”

Section: Hasil Penelitian Dan Pembahasanunclassified

Penerapan Metode Kata Untuk Meningkatkan Kemampuan Membaca Permulaan Pada Siswa Kelas I SDN Babakan 04 Cilacap Jawa Tengah

Lestari

Salahudin

Sofyan

2022

edukasi

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This study aims to determine the application on the word method to the beginning reading ability of grade 1 students in the Indonesian language subject. This study applies the word method with the indicators used, namely reading letters, distinguishing initial sounds, reading meaningful words, and reading comprehension. This study uses a class action research method (CAR). Data collection techniques used are in the form of observation, tests, and documentation. The subjects of this study were 16 students in grade I SDN Babakan 04 who were in Babakan village, Karangpucung sub-district, Cilacap district. Based on the results of the study, it can be concluded that 1) Students' initial reading ability before the application of the word method was still in the very poor category with an average of 51.56 students' initial reading ability and 37.5% classical learning completeness percentage with the “Less Once”. 2) The results of students' initial reading ability after the application of the word method, from those before the application of the word method got an average of 51.56 with a percentage of 37.5% to 74.21 with a percentage of 81.25% after two cycles of using the method say.

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An Investigation into Teachers Practices of Teaching Early Reading and Practical problems in Its Implementation

Cited by 6 publications

References 1 publication

Impediments in Teaching Kiswahili Phonemic Awareness and Alphabet Knowledge in Grade One in Tanzania

Impediments in Teaching Kiswahili Phonemic Awareness and Alphabet Knowledge in Grade One in Tanzania

Early-Grade Reading: The Challenges That Affect Teachers’ Practice of Phonological Awareness: The Case of Koorete Language

Penerapan Metode Kata Untuk Meningkatkan Kemampuan Membaca Permulaan Pada Siswa Kelas I SDN Babakan 04 Cilacap Jawa Tengah

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