This sectionanalyzes the resultsquantitatively obtained from questionnaires to assess the level of reading proficiency at grade 4. Data collected via interview were narrated descriptively and then computed with results found through quantitatively. It also discusses the determinant factors that hindered the children’s reading skill in the specified grade. Finally, it assesses the involvement of parents in enhancing the level of reading skill at grade 4.
3.1 The Return Rate of Responses
In this study, three different tools namely questionnaires, interviews and participant observation were used in order to achieve its objective. The questionnaire to assess the reading proficiency was prepared in Dawuro language and employedto all 480 students of grade 4 students selected from30 sampledprimary schools. All targeted students actively participated and involved in the study. Thus, the return rate was 100%.
30 schoolprincipals were interviewed via questionnaires prepared in Amharic but 3 principals did not involve in the study because they were busy in other tasks. Thus, the return rate was about 90%.An interview was also planned to embody 60 Dawurogna teachers but two of them engaged in other routines, so 58 Dawro language teachers involved in the interview. In addition, from 90 parents planned to include in the study for an interview due to various reasons,17 parents did not involve in the study and the return rate was 81%. To conclude, in all cases the return rate of the responses were successful and enabled the researchers to analyze the findings.
3.2 Major Findings
3.2.1 EGRA Findings
The students who were eligible to this study were categorized in 4 groups based on the results obtained through reading assessment.These categories represent a combination of both the oral reading fluency and reading comprehension subtasks.Accordingly, they were categorized as:
- Non-readers-Students who scored a zero on the ORF portion of the EGRA were classified as “non-readers”;
- Reading with limited comprehension- students who scored between 1 up to 49% on the reading comprehension were classified as “reading with limited comprehension”;
- Moderate reading comprehension, students who scored between 50% and 80% on the reading comprehension subtask were designated as “with moderate reading comprehension”; and
- Reading fluently with comprehension- students who score in a reading comprehension above 80% were categorized as “reading fluently with comprehension”. Based on the above category, the following table summarizes the findings.
Based on the above categorization, the findings with the respect to variables to assess the proficiency of grade 4 students became the following.
1. Letter sound identification
This assessment component measures the children’s knowledge of alphabet in Dawuro language in grade 4. The randomly arranged letters were presented to students in order to investigate whether they identify the shape and sounds of letters based on the rote memorization of the order of letters like A, B, C, D,…However, the table 3.1below depicts that only 30(6.25%) students identified and readletter soundsfluently as they identified and read letter sounds 80% and above.In contrary, 90 (18.75%)children fell under zero readers because they did not identify and readletter sounds. 261(54.375%) studentsread letter sounds between 1-49 letters per a minute. Thus, they fell under ‘limited reading comprehension’. The remaining 99 (20.625%) students read letter sounds in between 50 and 79 letters per a minute, so these students fell under moderate readers.
Therefore, table 3.1 below shows thatthe majority of students in grade 4 were below the expected competency of letter-sound identification. The letter sound knowledge of the students did not meet the expected outcome forwarded by the Ministry of Education. Since identifying sounds and letters in a language is basis to show development in it for any child, it is hardly possible to expect that these students would be successful in any other subjects.
The following graph summarizes the findings of the letter sound competency of grade 4 students in percentages.
2. Familiar word reading
This subtask assessed students’ ability of readinga single word from the most common words given in the questionnaire. The words were extracted from student’s text book of grade 4. Unlike the letter-sound identification subtask discussed above, this subtask also showed a high number of non-readers. Accordingly, 223(46.4%) students were remained under non-readers, so they were unable to read familiar words listed in the questionnaire. However,184(38.4%) students understood the number of words ranged between 1 and 49. 43(8.9%) and 30 (6.2%)out of total respondents fell under moderate and fluent readers respectively. Students who remained under moderate reading comprehension read familiar words between 50 and 79 per a minute whereas fluent readers read above 80 words per a minute.
To sum up, the majority of the students at Grade 4 had difficulty in reading familiar words written in Dawuro language.
The following graph shows the percentages of students’ result with respect to the category each fell.
3. Non-words reading
As far asnon-word reading competency subtask is concerned, students were assessed whether they could decode and read non-sense words.Accordingly, 240 (50%) of the students in the targeted schools scored results labeled as non-readers whereas 154(32.1%) students scoredper a minute. 47 (9.8%) students scored number of words between 50 and 79 and were moderate readers where as 39(8%) students scores above 80 words per a minute, so they were under reading fluently with comprehension. Similarily, zero scores were as high as scores obtained in the competency of familiar word. As indicated in the fig and table 4.1 below, 50% of the students did not identify unfamiliar words whereas the number of students who were non readers in familiar word fluency was 46%. Thus, these results are relatively nearer.
4. Oral Reading Fluency
The oral reading fluency subtask required a child to read designed short passage and assessed his/her reading fluency based on the number of words he/she read correctly in a given minute. Accordingly, 227(47.3%) students were non-readers. This means that no student could read the passage orally in a given minute. 120(25%) students read words ranged between 1 and 49. This shows that their oral reading fluency within given minute fell under limited reading comprehension. On the other hand, 86(17.9%) students were moderate readers but the remaining 47(9.8%) students were fluent readers. These students read the passage fluently and found in the range above 80. Thus, it is possible to conclude that very few children in the sampled schools read the text fluently within the given time.
Similarily, after assessing the oral reading fluency of the children, their comprehension competency was also assessed. Accordingly, 236(49.1%) did not answer comprehension questions. Thus, they fell under nonreaders. 146(30.4%) students fell under limited reading comprehension. Whereas 68(14.3%) students answered words ranged between 50 and 79. Butthe remaining 30(6.2%) studentswere fluent readers as they read words ranged above 80 in the given minute.
5. Listening comprehension
Reading comprehension subskill was tailored for the respondents in the way that students listened toshort passage and then made to answer for the designed questions. The respondents in this regard were provided with short passage which consisted of very familiar vocabulary. This is becausereading without comprehension is just like talking something without understanding. Reading without comprehension is difficult for any readers.
Accordingly, comprehension assessment was provided to the students in order to examine their proficiency of comprehension subskill through questions that sought simple answers. In this regard both listening and writing skills of students were critically evaluated and recorded.
To this effect, 240(50%) students became nonreaders. They could not read the text and respond to all questions extracted from the passage. 137(28.6) students read words and answerd questionswhich fell in between 1 and 49, so they were limited readers. 73(15.2) students fell under moderate reading comprehension. But 30(6.2%) students read the passage fluently and answerd questions, so they answered questions more than 80.
With regard to writing competency, the score were recorded when they responded the answers. They were rated whether they responded the answers with correct spelling or not. Accordingly, 223(46.4%) students wrote no answers for the questions raised. 154(32.1%) students wrote words ranged between 1 and 49. But 73(15.2%) students wrote answers ranged between 50 and 79. The remaining 30(6.2%) students wrote answers whose word spellings fell under reading fluently with comprehension greater than 80.
To conclude, the following table summarizes the EGRA’s findings based on the subtasks included in the study.
Table 3.1 The Summary of the Students’ competence in EGRA subtasks
Variables
|
Non readers
|
Limited reading compression(1-49)
|
Moderate reading compression (50- 79)
|
reading fluently with comprehension greater than 80
|
Letter sound identification
|
90
|
18.75%
|
261
|
54.375%
|
99
|
20.625%
|
30
|
6.25%
|
Familiar word reading
|
223
|
46.4%
|
184
|
38.4%
|
43
|
8.9%
|
30
|
6.2%
|
Non words reading
|
240
|
50.0%
|
154
|
32.1%
|
47
|
9.8%
|
39
|
8.0%
|
Oral reading fluency
|
227
|
47.3%
|
120
|
25.0%
|
86
|
17.9%
|
47
|
9.8%
|
Reading comprehension
|
236
|
49.1%
|
146
|
30.4%
|
68
|
14.3%
|
30
|
6.2%
|
Listening comprehension
|
240
|
50.0%
|
137
|
28.6%
|
73
|
15.2%
|
30
|
6.2%
|
3.2.2 EGRA’s result based on sex
Data from the assessed students determine whether a student’s sex has a significant effect on reading achievement, as measured by the EGRA subtasks. Specifically, average scores of male and female students were compared in order to ascertain whether statistically significant differences could be found or not in relation to the number of correct items.
Table 3.2: EGRA subtask results of male and female students
Subtasks
|
Grade
|
Sex
|
Non readers
|
Limited readers
|
Moderate readers
|
Fluent readers
|
In number
|
%
|
In number
|
%
|
number
|
%
|
In number
|
%
|
Letter sound identification
|
4
|
M
|
13
|
3.5
|
122
|
16
|
100
|
2.6
|
5
|
0.8
|
F
|
18
|
0.8
|
121
|
16.9
|
94
|
9.8
|
7
|
1.6
|
Familiar word reading
|
4
|
M
|
130
|
12.5
|
95
|
8
|
8
|
0.8
|
7
|
1.6
|
F
|
100
|
10.7
|
110
|
11.6
|
25
|
5.3
|
5
|
2.6
|
Non words reading
|
4
|
M
|
130
|
12.5
|
78
|
6.2
|
25
|
2.6
|
7
|
1.6
|
F
|
100
|
9.8
|
112
|
13.4
|
18
|
0.8
|
10
|
5.3
|
Oral reading fluency
|
4
|
M
|
132
|
12.5
|
93
|
8
|
8
|
0.8
|
7
|
1.6
|
F
|
105
|
10.7
|
75
|
9.8
|
54
|
9.8
|
6
|
3.5
|
Reading comprehension
|
4
|
M
|
131
|
11.6
|
87
|
8
|
17
|
1.6
|
7
|
1.6
|
F
|
104
|
9.8
|
83
|
9.8
|
48
|
7.1
|
5
|
2.6
|
Listening comprehension
|
4
|
M
|
121
|
11.6
|
87
|
8
|
25
|
2.6
|
7
|
1.6
|
F
|
104
|
9.8
|
63
|
9.8
|
48
|
7.1
|
5
|
2.6
|
Writing comprehension
|
4
|
M
|
130
|
12.5
|
85
|
7.1
|
17
|
1.7
|
8
|
1.6
|
F
|
104
|
9.8
|
90
|
9.8
|
40
|
6.2
|
6
|
2.6
|
According to the data indicated in the above table, 5 (0.8%) boys and 7(16%) females were fluent readers in letter sound identification. While 13(3.5%) males and 18(0.8%) females were non-readers in the same grade level and sub-tasks. 122(16%) boys and 121(16.9%) females fell under limited reading comprehension. The remaining 100(2.6%) boys and 94(9.8%) girls achieved moderate reading comprehension.
Regarding familiar word reading, 130 (12.5%) boys and 100 (10.7%) girls were non-readers whereas 7 (1.6%) boys and 5(2.6%) girls were fluent readers in grade 4. But 95 (8%) males and 110 (11.6%) females fell into limited reading comprehension. The rest 8 boys and 25 females scored moderate reading comprehension. Thus, it is possible to conclude that the score difference between males and females was slight.
Boys and girls were computed in non-words reading proficiency. Accordingly, 130 (12.5%) boys and 100 (9.8%) girls scored non-readers. But 7 (1.6%) boys and 10 (5.3%) girls performed fluent reading comprehension. 78 (6.2%) boys and 112 (13.4%) girls scored limited comprehension whereas the last 25 (2.6%) boys and 18 (0.8%) girls were labeled in moderate comprehension. Like differences occurred in familiar word reading, the score difference in non-words reading was slight.
In oral reading fluency, 132 (12.5%) boys and 105 (10.7%) girls scored results categorized as non readers. But fluent reading proficiency of boys and girls accounted for 7 (1.6%) and 6 (3.5%) respectively. 93 (8%) male students and 75(9.8%) female students scored limited readers. The rest 8 (0.8%) boys and 54 (9.8%) female students fell in moderate reading comprehension level.
Regarding to reading comprehension, 131 (11.6%) boys and 104 (9.8%) female students scored below zero, so they were non readers. But when the sexes are compared in this regard, 7 (1.6%) boy students and 5 (2.6%) female students read words above 80, so they were fluent readers.
In the listening subtask, 121 (11.6%) boy students and 104 (9.8%) female students scored non reading results. On the other hand, 7 (1.6%) boy students and 5 (2.6%) female students read words above 80, so they were fluent readers.
3.2.3 Analysis of determinant factors to reading skill development of grade 4 students
Students’ socio-economic status, absenteeism from class, availability of textbooks, and access to newspapers, and parents’ literacy were identified as variables that affect Dawro language reading achievement among the target students. Challenges faced in reading, pre-school attendance and repeating classes were also among these variables. Therefore, the following table shows how these factors influenced the competence of grade 4 students in the study area.
Table 3.3 Mean, t-test, significance level and mean differences on comprehension scores by variables affecting Dawro language reading skill
No
|
Variables
|
Indicator
|
Respondents
|
Mean
|
T test
|
Sig.
|
MD
|
No.
|
%
|
|
|
|
|
1
|
SES (Socio-Economic Status)
|
High
|
48
|
10
|
56.2
|
0.05
|
0.952
|
0.33
|
Low
|
432
|
90
|
58.2
|
2
|
Absenteeism
|
Yes
|
377
|
78.6
|
48.2
|
-1.93
|
0.005
|
-15.12
|
No
|
103
|
21.4
|
53.1
|
3
|
Did you attend Preschool at your locality?
|
Yes
|
133
|
27.7
|
55.9
|
3.62
|
0.001
|
13.56
|
No
|
347
|
72.3
|
58.3
|
4
|
Availability of Textbook
|
Yes
|
163
|
33.9
|
60.8
|
4.12
|
0.001
|
17.10
|
No
|
317
|
66.1
|
45.2
|
5
|
Availability of reading Materials like Newspaper
|
Yes
|
202
|
42
|
71.2
|
5.19
|
0.041
|
28.12
|
No
|
278
|
58
|
50.2
|
6
|
Do you face any challenge when you do homework?
|
Yes
|
150
|
31.2
|
67.1
|
-6.12
|
0.002
|
-20.23
|
No
|
330
|
68.8
|
44.3
|
7
|
Does your mother read and write?
|
Yes
|
227
|
47.3
|
60.1
|
2.12
|
0.000
|
9.23
|
No
|
253
|
52.7
|
50.2
|
8
|
Does your father read and write?
|
Yes
|
398
|
83
|
68.1
|
1.89
|
0.000
|
8.20
|
No
|
82
|
17
|
39.7
|
9
|
What was your grade level last year?
|
Grade 3
|
368
|
80.35
|
48.2
|
-3.025
|
0.001
|
-45.59
|
Grade 4
|
94
|
19.65
|
20.32
|
Accordingly, the independent sample t test indicated that the observed differences on comprehension scores between students who were absent from class regularly and those who attended class regularly (t=-1.93, sig= .005); students who had textbooks and those who had no text books (t=4.12, sig= .001); students who had access to newspapers and the ones who did not have access to newspapers (t=5.19, sig= .041), and students who were from literate parents and those who were from illiterate parents (t=2.12, sig= .000) were statistically significant. The same analysis indicated statistically significant differences between students who faced no challenges in reading and the ones who faced challenges (t=-5.667, sig= .000); students who had attended pre-schools and those who had not attended pre-schools (t=3.62, sig= .001), and students who repeated classes and the ones who had not repeated classes (t=-3.025, sig= .001).
Similarly, the research found out that students who had access to newspapers at home scored 28.12% more points on comprehension test than students who did not have newspapers; students who had textbooks scored 17.10% more points than students who had no textbooks and students who attended pre-schools 13.56% more points on comprehension test than students who did not attend pre-schools. On the other hand, while students who were regularly absent from class scored 15.12% lower than students who attended class regularly; students who needed help during reading scored 20.23% lower points than students who did not need help in reading, and students who repeated classes scored 45.59 lower points than students who did not repeat.
3.2.4 Analysis of Parents’ Involvement in developing students’ reading competence in Dawro language
73 parents involved in the study. Though they had different educational backgrounds, they were volunteers to give the responses to the study. To assess whether parents involve in activities that help students’ reading proficiency in Dawro language, very basic questions were incorporated in the interview administered for parents.
Table 3.4 the summary of Parents’ involvement in the children’s reading competence in the sampled schools
No
|
Variables
|
Indicator
|
Respondents
|
No.
|
%
|
1
|
Have you bought a text that helps your child improve reading proficiency this year?
|
Yes
|
18
|
24.6%
|
No
|
55
|
75.4%
|
2
|
Do you help/let others help your child while he/she does homework in Dawro language?
|
Yes
|
20
|
27.4%
|
No
|
53
|
72.6%
|
3
|
How often do you attend school meetings held by Parent-Teacher-Student-Union since last year?
|
Once
|
37
|
50.7%
|
Two times
|
13
|
17.9%
|
Three times
|
13
|
17.9%
|
Four times
|
10
|
13.5%
|
4
|
Do you voluntarily come to school whenever your school calls you?
|
Yes
|
28
|
38%
|
No
|
45
|
61.6%
|
5
|
Do you always follow-up your child’s reading competencet at home?
|
Yes
|
23
|
31.5%
|
No
|
50
|
68.5%
|
Based on the table above, the analysis is deduced as follows.
The parents were interviewed whether they bought texts that help students’ reading proficiency in Dawro language. Accordingly, 18 (24.6%) parents replied that they bought texts that could help advance students’ reading competence in Dawro language. But 55 (75.4%) parents responded that they did not buy books that help students’ reading proficiency.
The parents’ help to their children when students do their homework was interviewed and analyzed. Thus, 20 (27.4%) parents replied that they provide help to their children while they are doing their homework. While 53 (72.6%) replied that they do not provide help when the children are doing their homework at home.
It is clear that quality education is achieved through active involvement of parents. They are one of the owners who have the lion share in bringing better education for citizens. To assure this, the parents were interviewed how often they involved in the meetings held in the schools organized by Teacher-Parent-Student-Union. Accordingly, 37 (50.7%) parents replied that they attended only one time; 13 (17.9%) parents replied that they attended two times; 13 (17.9%) parents replied that they attended three times; and 10 (13.5%) parents replied that they attended four times last year.
The parents were asked whether they voluntarily come to schools whenever they are required. Thus, 28 (38%) parents told that they are volanteers and frequently come to schools when are needed. But 45(61.6%) parents replied that they do not come to schools though they were needed by schools.
Parents were interviewed whether they follow up or let others follow up their children’s reading proficiency. In this regard, 23 (31.5%) parents forwarded that they follow up or let others follow up their children’s Dawro language reading proficiency. But 50 (68.5%) parents responded that they did not follow up their children’s reading proficiency in Dawro language.
3.2.5. Analysis of Dawro language Teachers’ Responses
As stated 60 Dawro subject teachers involved in the study. The structured questionnaires were carefully designed in Amharic and administered to them in order to make them easy to understand. Accordingly, the findings were paraphrased under three points as follows.
The teachers were asked to mention some the major challenges that impeded the practice of teaching reading skills in the foundation primary grades. In this case, about 38 (63%) teachers mentioned that there were shortage of Dawurogna texts and other reference books in their respective schools, so they failed to refer for classroom instruction. Due to this factor, children cannot practice exercises related to reading. Only few students own text books, so this hampers the reading competence of the children in grade 4.
18 (30%) teachers among the interviewees forwarded that the students’ economic background pushed back the students’ reading acquisition as they had no facilities to exercise reading skill at this early grade. While the last 4 (7%) teachers responded that the absence of pre-schooling hampered the competence of reading skill in their schools. This situation, they argued, made the practice very difficult and the outcome was not promising.
The teachers were also asked to rate their students’ reading interest. Accordingly, the finding is positive. Almost all teachers responded that their students had good interest in reading texts.
To conclude, the shortage of text books written in the mother tongue other reference books, the students’ economic background and the absence of pre-schooling in their localities were the major challenges identified according to the interview.
3.2.6 Analysis of the Principals’ Responses
30 principals involved in this study. The questions were leading questions and some of them were open-ended. Very valuable information was obtained from the interview as they were rich in all information.
Accordingly, they mentioned that there were ample subject teachers in all sampled schools. In this case, they did not mention any problem. Similarly, student-class ratio of these schools was very medium as standard set by MOE.
With regard to students’ interest to reading, only 3 principals responded that their students had very low interest in practicing the reading acquisition. But 8 principals forwarded that their students had very good interest in the reading skill while others rated that the students were medium.
Conversely, almost all principals responded that there was lack of Dawurogna text and reference books in their respective schools. They also added that no other non-governmental organizations aid the schools in providing the reading skills except school block grant.
Regarding co-curricular activities, 7 of them responded that their schools had clubs that promoted reading habits of the children at foundational grades. But others answered that their schools did not organize clubs that promote reading skill in primary schools.