The effects of a cognitive foundation of learning to read on the reading skills of grade 3 learners Ethiopia

Abstract

Reading is a complex cognitive process of decoding symbols to derive meaning. It is a means of language acquisition, of communication, of sharing information and ideas. It is a complex interaction between the text and the reader and shaped by the reader’s prior knowledge, experiences, attitude, and language of the community. This literacy skill is very important to be successful in academic work. However, it may challenge early grade learners from Grade 1 up to 4. For instance, Ethiopia has been witnessing an escalation in early grade reading difficulties in primary schools. However, mastering reading by the end of Grade 3 is very important. Therefore, the main purpose of this study was to investigate “The effect of Cognitive Foundation of Learning to Read (CFLR) on the reading skill of Grade 3 learners at 10 selected primary schools in Hawassa and Dilla towns in Ethiopia.” In order to address the research questions, the researcher employed a mixed-method approach, consisting of a quasi-experimental and qualitative research design. Quantitative data were collected by administering a reading achievement test. Questionnaires were also administered to determine the demographics of learners and teachers. Qualitative data were collected through classroom observations and semi-structured interviews. The quantitative data were analysed by One-way Analysis of Covariance (ANCOVA) and t-test. SPSS version-20 was used to analyse the data. Qualitative data were analysed by thematic analysis. Transcribed interviews and coded observation were classified according to similar themes; and grouped under sub-headings that had relation to the main research questions. Following this activity, interpretation of data was done. The findings of the study indicated that Grade 3 learners who attended reading instruction through CFLR in the experimental group show good performance than control groups. Based on the findings of the study, it was concluded that the CFLR is better than the Conventional Teaching Method (CTM). Finally, it was suggested that the results of the study are important to improve Grade 3 English reading instruction. It was also recommended that teachers should use a socially, culturally and linguistically responsive, inclusive instructional approach in teaching reading.