Early Grade Reading Assessment in the East Wollega Zone of Oromiya: A Study on Mother Tongue Reading Competence of Grade 4 Pupils

Abstract

This study investigated Grade 4 students’ reading ability in Afan Oromo with particular focus on selected schools in East Wellega Zone of the Oromiya Regional State, Ethiopia. The study specifically assessed the reading proficiency of Grade 4 students and identified the factors that influence reading outcomes. A total of randomly selected 389 Grade 4 students participated in the study. All the teachers who were teaching Afan Oromo language in the selected schools were also purposively selected. Quantitative data were collected from students through standardized test and pre-tested questionnaire, while qualitative data were gathered from their Afan Oromo teachers via open-ended questionnaire. Quantitative data were analyzed using mean, standard deviation and t-test, whereas qualitative data were analyzed qualitatively through the methods of description and interpretation. The results indicated that the majority of the students had serious problems in identifying letters, understanding phonological patterns, dealing with new words encountered in texts and comprehending longer texts. It is thus recommended that educational bureau officials, school administers and Afan Oromo teachers take necessary measures to enable students to master the basic literacy skills before they join Grade 4.