WOLLO UNIVERSTY

COLLEGE OF SOCIAL SCIENCE AND HUMANITIES

DEPARTMENT OF ENGLISH LANGUAGE AND LITERATURE

ASSESSMENT OF READING STRATEGIES USED BY GRADE SEVEN

STUDENTS THE CASE OF SOYE PRIMARY SCHOOL IN BORENA
WOREDA

A REASEARCH PAPER SUBMITTED TO DEPARTMENT OF ENGLISH IN PARTIAL

FULFILLMENT OF THE REQUIRMENT OF DEGREE

BY; BEKELE LEGESSE

ID NO; WOUS /1260/08

ADVISOR; ABDUREHMAN TALEMA

JUNE; 2020

DESSIE; ETHIOPIA

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 ACKNOLEDGMENT
Above all I would like to thank GOD for giving me endurance while I was writing this research
paper. Besides I would like to express my heartfelt thanks to advisor Abdurehman Talema for
commenting. Correcting and editing etc my research paper. Soye primary school English
language teachers and in grade seven students taking their previous time filling the
questionnaires of the participation of English language teacher during the interview.

Table of contents

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Table of Contents
COLLEGE OF SOCIAL SCIENCE AND HUMANITIES.........................................................................1
DEPARTMENT OF ENGLISH LANGUAGE AND LITERATURE.........................................................1
ASSESSMENT OF READING STRATEGIES USED BY GRADE SEVEN STUDENTS THE CASE OF
SOYE PRIMARY SCHOOL IN BORENA WOREDA..............................................................................1
ACKNOLEDGMENT.................................................................................................................................2
Table of contents.........................................................................................................................................3
List of tables................................................................................................................................................3
Abstract.......................................................................................................................................................5
CHAPTER ONE..........................................................................................................................................7
INTRODUCTION.......................................................................................................................................7
1.1 BACKGROUND OF THE STUDY......................................................................................................7
1.2 Statement of the problem.......................................................................................................................8
1.3 Objective of the study..........................................................................................................................10
1.3.1 General objectives............................................................................................................................10
1.3.2 Specific objectives of the study........................................................................................................10
1.4 Scope of the study...............................................................................................................................10
1.5 Significance of the study.....................................................................................................................10
1.6 Organization of the study.....................................................................................................................11
CHAPTER TWO.......................................................................................................................................12
REVIEW OF RELATED LITRATURE....................................................................................................12
2.1 CONCEPTS OF READING................................................................................................................12
2.1.1 Purpose of reading............................................................................................................................12
2.1.2 Needs for knowledge of the topic.....................................................................................................13
2.1.3 Schema theory..................................................................................................................................13
2.1.4 Pre- reading phase............................................................................................................................14
2.1.5 Pre- reading activities.......................................................................................................................14
2.1.6 Factors affecting of reading strategies..............................................................................................15
2.1.8 Examine the factors Hinder Students...............................................................................................16
2.1.9 Criticism of pre- reading activities....................................................................................................16
CHAPTER THREE...................................................................................................................................17
METHODOLOGY OF THE STUDY.......................................................................................................17

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3.1. Description of the study area..............................................................................................................17
3.2. Data type and sources.....................................................................................................................17
3.3. Sampling Techniques......................................................................................................................17
3.4 Sampling Size...................................................................................................................................17
3.5. Method of data Analysis of the study.................................................................................................18
CHAPTER FOUR.....................................................................................................................................19
DATA PRESENTATION AND ANALYSIS...........................................................................................19
4.1 Demographic characteristics of respondents........................................................................................20
Table 1 Demographic characteristic of respondents..................................................................................20
Table 2 Pre- reading strategies..................................................................................................................21
TABLE 3 while reading strategies.............................................................................................................22
4.2 Data obtained from interview..............................................................................................................25
4.3 Data obtained from class room observation.........................................................................................26
4.4 Result and discussion pre-reading.......................................................................................................26
4.5 Data obtained from interview..............................................................................................................27
CHAPTER FIVE.......................................................................................................................................28
Summary, Conclusion and Recommendation............................................................................................28
5.1 Summary.............................................................................................................................................28
5.2 Conclusion...........................................................................................................................................29
5.3 Recommendation.................................................................................................................................29
Reference...................................................................................................................................................30

List of tables
Table 1 demographic characteristic of respondents ------------------------------- 14

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Table 2 pre-reading strategies -------------------------------------------------------- 16

Table 3 while reading strategies ------------------------------------------------------ 17

Table 4 post reading strategies ---------------------------------------------------- 19

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Abstract
The objectives of the study were to assess the reading strategies in grade seven students the case
of Soye primary school so as to achieve the above mentioned objective. The researcher employed
descriptive survey involving qualitative and quantitative methods. The population the study were
two English language teachers using sampling techniques grade seven students were sampled
using available method. The data gathering tools were questionnaire interview and class room
observation. The data were analyzed qualitatively and quantitatively. The finding of the study
related that the English language teachers don`t teach in stage of reading. The factors that
affecting reading strategies at Soye primary school.

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 CHAPTER ONE

INTRODUCTION

1.1 BACKGROUND OF THE STUDY

Language teaching is complex task. Just as one size fits all curriculum are in appropriate singular
a one dimensional explanation for students poor reading strategies performance i.e equally in
appropriate addressing a vastly to reach . In understanding the reasons for poor reading strategies
performance can be associated successful readers and those reasons based on their systems
namely the home (Martin, Mullis and Gonazale 2004) . Students back ground (Lcino,Linkable
and Malan 2004). The school and class room (Howie, 2006) have shown to be the major
influence in reading strategies performance internationally.

International research on teaching reading has reading has related number of reasons at a home
are important as the process of becoming literate begins long before enters formal education
reasons for poor reading strategies include parents emphasizing for meaning (Fiala and Sheridan
2003).

Learning to read is an essential part of basic education. Reading, after all, is an important gate
way to the other disciplines. It has been said that reading is the primary avenue to knowledge
(Montgomery, 2007). It is the corner stone of education and the foundation of lifelong learning.
It unlocks the unknown and carries the reader to new discoveries and learning. It equips the
person with varieties of knowledge which he can use in his daily living. A person who loves to
read understands any phenomenon easily. In Mihaljević and Krevelj (2009) in book of
Psychology and Teaching of Reading, reading was defined as imagining, thinking and feeling
about ideas and thoughts made from past experiences that are suggested by perception of printed
words. Reading, as asserted by the author, is an activity that requires the different capabilities of
the mind, as the reader processes words and their meanings.

Hence, this study is will be done to systematically identify the reading difficulties of grade seven
students in Soye primary school.

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1.2 Statement of the problem
Although Ethiopia has been using English for academic purpose as long as Nigeria and Ghana,

and English has long been the medium of instruction, there is nothing that can really be called

Ethiopian English‖ or an Ethiopian variety. What exists, if anything is simply 5 performance

varieties that is largely brought about through mother tongue interference? Hence, an Ethiopian

using English for academic purpose reading can be identified if he or she gave equal stress to all

syllables, did not use standard intonation patterns and had difficulty pronouncing ―the‖ words.

Regarding Lexis, Ethiopian speakers sometimes use words transliterated directly from their

mother tongue, so might for example confuse ‗tall‘ and ‗long‘, if there is only one word for both

these in them mother tongue. Grammatically too, some constructions might be awry. According

to Gebeyehu et, al., (1992) Ethiopian academician‘s readers sometimes use words translated

directly from their mother tongue this is due to vulnerable reading difficulties go facing them

since the primary schooling which is they used to learn. According to MoE (2013) if students

were not reading English at early grade three, they would be in trouble, where, she/he did not

able to read independently in the next grades: fall behind his/her class meets and not able to

understand what the teacher write on the blackboard and not able to write essays and reports. The

Institute of Curriculum Development and Research (2007) reported that 40% of third graders,

30% of eighth graders, and 25% of twelfth graders are below grade level. The percentages are

even higher and the gaps even wider between grade levels in schools predominately made up of

free or reduced lunch eligible student populations (Ministry of Education, 2008). There is a

connection gap which is not clearly settled about the level of students reading difficulties by

previous study. Because it is imperative that school psychologists work with a team of

professionals to help students with reading problems by designing interventions from data-based

decision-making activities.

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Therefore, much of the prior research on reading strategies focused on their back ground
characteristics. Therefore the researcher wanted to identify the common reading strategies given
by the students, investigate the teacher’s supports given to students to improve their reading
skills and to examine the factors that hinder student’s use of appropriate reading strategies.

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 1.3 Objective of the study

1.3.1 General objectives

General objective of the study is to assess reading strategies used by grade seven students. The
case of Soye primary school in Borena woreda.

1.3.2 Specific objectives of the study

The specific objectives of the study would be as follow;
- To identify the common reading strategies given by grade seven students.
- To investigate the teachers supports given to students to improve their reading skills.
- To examine the factors that hinder student’s use of appropriate reading strategies.

1.4 Scope of the study

This study is mainly focused on Amhara region south Wollo zone Borena Woreda especially
Soye primary school that the students focused only English subject to assess to in time strategies.
Although the researcher was limited its time, money and energy power.

1.5 Significance of the study

The researcher believes that the study the following important implications to improve reading
strategies in grade seven students the case of Soye primary school.

- It is hoped the students may prefer to use the target reading strategies when they attend in
the classroom. First it would help English language teachers and students Borena woreda
general primary schools and student parents would have benefits from it.
- Second Borena woreda education office and education expert of Amhara region. Finally
it would help curriculum develops, collages and other scholars would conduct research its
topic.

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1.6 Limitation of the Study
The researcher has faced many problems in undertaking this study. The major one is Lack of
experience to conduct the research, and also they faced endemic disease or corona virus. The
other problem is unwillingness of respondents to answer the question. In addition to the above
the researcher has faced financially due to transportation.

1.7 Organization of the study

This paper is organized in to five chapters. The first chapter is consists of introduction,
background of the study, statement of the problem, objective of the study, research questions of
the study, the scope of the study, significance of the study, and papers content or organization.
The second chapter is consists of literature review of the study with theoretical and empirical
literature. The third chapter is all the methodology of the study, descriptive of the study area,
sampling technique and sample size, data type and data source, method of data collection,
method of data analysis, and work plan and budget. The fourth chapter is designed data analysis
and interpretation, and the finding and discussion portion of the study. The fifth chapter included
the conclusion and recommendation of the study.

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 CHAPTER TWO

REVIEW OF RELATED LITRATURE

2.1 CONCEPTS OF READING

There can be so many factors that influence students class room assess reading strategies in
English class. Consequently in this chapter some other factors are dealt with in the eyes of
different scholars.

- Reading is the process of looking and understanding the messages or text.

- Reading is the amalgamation between visual and non visual information message and
text.
- According to Grabe (1997) reading is an interaction between reader and text. Grabe
claims that reading requires efficient knowledge of world and a given topic also an
efficient knowledge of the language.
- In addition to this reading is getting meaning from the written material by using life
experience. Schema theory of reader and previous knowledge of his/her. Therefore
meaning of text by on the printed text and on the previously knowledge.

2.1.1 Purpose of reading

- Comprehension of depends on the interest and intention of the reader. A reader has more
purpose of pleasure to get information. Entertainment, language, Grammar vocabulary
and literature. A reader beyond the text and generate his /her personals view of what,
she /he read. Also through skimming reader the reading techniques which used to get
global impression general understanding the content of text.
- Furthermore scanning reader can look for specific information like telephone numbers.
Wallace (1980-9) argues for necessity of having purpose reading. He thinks that anyone
who starts reading without purpose is likely to ending being tend tom focus primarily on

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 the purpose for pleasure. Williams’s /1984/ usually categorizes reading in to (1) getting
general information (2) getting specific information from a text and (3) reading for
pleasure or wisdom.
- Temper Joey (1978-1987) have listed the following example of some reasons of reading.
- To obtain information for some purpose or because we are related about some topic.
- To obtain instruction on how to perform some tasks for our work or daily.
- To build general back ground.
- To understand general idea.
- For enjoyments.

Generally reading strategies reader in the content areas can be broken in to seven areas ( Hollas
2002)

 Predict – declaring in advance or to foretell on the basis of observation and or experience.

 Visualize – forming mental pictures of scenes, characters and events.
 Connect – to link things together or to associate and see relationship.
 Question – to enquire or examine
 Clarity – to make understandable or to become clear and free of confusion.
 Summarize – to concisely obtain the essence or main point of the text.
 Evaluate – to inform an opinion about what you have read.

2.1.2 Needs for knowledge of the topic

 It is very normal that the reader who is familiar topic of a text is likely to gain better
understanding of the reading material. Readers who try to read without any hint of the
topic may not clearly whole messages of text. She/he may understand words or
sentences of the reading material well, but the overall meaning will be un clear.
 Comprehension depends on the interest and intention not the reader. A reader get wrong
with the author message we do not know the subject matter although we might
understand words or sentence of the message.

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2.1.3 Schema theory
In the knowledge of reading Shema theory has major contribution Bartlet (1932) first used this
term to explain our knowledge which passes about the world is arranged in to interested patterns.
Shema theory explains how readers unit their own back ground knowledge with the information
they get from the passage founder stand the text. Reading an act with relates our principle that
every act of comprehension involves one`s knowledge of the world as well as (carrel and ester
hold ) (1983-73) Schema are readers material stores ( after Bartlet in cook 1997; 86) and are
divided in to two main types (1) conset Shema and (2) formal Shema.

Consent Shema is background knowledge of the world and the formal Shema is the background
knowledge of sister hood (1983) states does not carry meaning by itself; readers have to bring in
the relevant Schema theory from their memory and make sense out of the text. Schema theory
research shows that the greater the back ground of text contact area the greater comprehension of
that text. The implication of this for teaching is that some students apparent reading problems
may be problem of in sufficient back ground knowledge, culturally specific problem.

 Many teachers and students complain that reading literature in second language is
problematic because of the language also the Shema does not always match up. Carre
(1988) suggests we should prepare students by helping them to build back ground
knowledge on topic prior to reading through appropriate pre- reading activities.

2.1.4 Pre- reading phase

 Many current researchers on the reading have agreed on the theoretical view that
meaning is not found in the text only. Researchers came up with the first understanding
reading text results from communicative process between readings and texts. Readers try
to match their knowledge (exiting) as building block of cognition. The stage of reading
have been classified in (a) pre – reading (b) while reading and (c) post reading phases
helps activate learner prior knowledge. Connectionists argue that a learner uses his/her
existing information to understand input.

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2.1.5 Pre- reading activities
Several researchers have highlighted the point that reader’s participation of bringing their
knowledge and experience while reading text is a great importance in reading comprehension. In
order to bring greater necessity. There are various pre- reading activities. Activities of reading
depend on the teacher and types of the text. Teacher must provide pre reading that would match
with the text to be read. Pre reading activities acts as away to access the reader’s former
knowledge and home break up pre reading activities in two parts teacher centred and student
centred or pre interaction. Teacher centred is a one way question /answer activates student-
centred activities are more up to develop an independent behaviour from the beginning. Pre
reading activates can also be defined as warm up activities which a courage students in the
preparation for reading tasks. The activities may require low level of interaction.

In pre –reading activities will have the following benefits.

 To improve students predicting skill

 To make the text moderate
 To let them bring prior knowledge about the topic
 To ask question which they will to answer
 To get hint about the concept of the reading.
 To create connection with the reading text.
 To direct the reader towards the text`s key words and ideas.
 To guess the text idea.

Generally many researchers should those pre- reading activities aids students understanding a
text. Better Shema theory researcher should greater importance of back ground knowledge for
better understanding text.

 Pre reading activities of pictures and discussion were able to predict what they would find
in the reading text.

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2.1.6 Factors affecting of reading strategies
PDF the reading habits and interests students examined with may 2017 (PDF) the characteristics
of struggling university reader. This examines reading strategies and characteristics of struggling
readers these students are not able to comprehend academic text which hinder

 Factors that foster or hinder students reading motivation may 2013 can increase the
reading motivation of their students the student’s strategies and skills in reading.
 Factors associated with reading problems – higher education. Difficultly in reading can
also be linked with emotional factors these environment can affect students reading

Factors that affect the reading comprehension of secondly 27 may 2014 reading strategies. To
understanding the factors integral to reading comprehension this study explored.

 An assessment of factors affecting student teachers inferential.

 Reading comprehension skills and to examine how the factors affect student teachers
inferential understanding.
 Assessing factors affecting the students reading speed Sept 2016 student’s related
comprehension.
 Factors affecting student motivation perception.
 To study the relationship between motivation for students and factors.

2.1.8 Examine the factors Hinder Students

 Showing results for examine the factors hinder student reading strategies.
 Factors that contribute to successful reading comprehension.
 In order to read accurately students need to have grasped as the strategies recommended
for the development of reading accuracy.
 Factors that affect class room participation. The goal of this study was to identify factor
that affect the logistics student’s traits class room climate, the strategy of inquiry.
 This study investigates the individual students having lecture notes to pre reading before
class.
 Students attitude to reading process playing strategies cannot generally the factors that
affect in reading strategies like visual , to understanding of the message auditory do not
pre requisite knowledge , to affect of environment and miss understanding.

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2.1.9 Criticism of pre- reading activities
 Although there many approach (affirmative) to the view that, pre- reading activities are
helpful but still there is negative view to this as well. We need to look and the criticism
before we make any assumption. In the study of prediction activities and prior –
knowledge and stall man (1989) carver based on their experiment on reading came up
with view that predication activities that activate prior knowledge do not in improve
comprehension.
 These patterns seem to indicate that overall engorging in particular types of prior –
knowledge tasks do not facilitate comprehension differences between students who in
these activities did not complete any prior knowledge.

CHAPTER THREE

METHODOLOGY OF THE STUDY

3.1. Description of the study area

The study was conducted assess of reading strategies in Borena woreda. It located in Amhara
region, South Wollo zone. It is far 180 km from Dessie. The towns 5 sub cities kebeles and 36
rural kebeles. The total numbers of people in Borena woreda around 155,342. Borena is one of
the ancient towns in northern Ethiopia. It has been attracting the attention of investors to invest
in Borena sayint national Park, tourism and small scale enterprise and other trade investment
with surrounding area of the town (Borena Woreda Hall, 2018-2019).

3.2. Data type and sources

The data types in this study were;

 Primary Data: the data in this study was mainly based on primary sources of data including
interview, questionnaire and field observation as well as discussion with responds on the
related points to the study.
 Secondary Data: the secondary data that the researcher used includes the data taken from
book, internet and other published and unpublished documents related to the study.

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3.3. Sampling Techniques
The researcher used purposive sampling techniques for selected students and teachers. Firstly,
the researcher selects Soye primary school by considering the occurrence of the problem its
nearness to the researcher work place. Additionally, different limitations such as time and budget
constraints, it is impossible to take all schools and all students of the Woreda for the study. The
total number of students in the school is in Soye primary school, thus Second stage the
researcher selects grade seven students and thirdly all students (87) are taken as a sample since
they are two section and their English two teachers to gave equal chance for the participant
bodies.

3.4 Sampling Size

The researcher was taken all grade seven students (87) since they were two section students and
two (2) English teachers from each class as it is explained in the sampling techniques.

3.5. Method of data Analysis of the study

In order to analysis the data that collected from the respondents and other sources, the researcher
used quantities or result of the respondents and the qualitative result for understanding of the
idea practice and structure. That means the researcher presented and analysed using simple
statically tool like tables and percentage based on quantitative and qualitative data.

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 CHAPTER FOUR

DATA PRESENTATION AND ANALYSIS

In this part data obtained from two directions English language teachers and grade seven students
are analyzed. The numbers of English language teachers were two while the number of students
was 87. The data gathering tools were questionnaires, interview, and class room observation.

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 4.1 Demographic characteristics of respondents

Table 1 Demographic characteristic of respondents.

Characteristic Categories Teachers Students
s Numbers Percent Number Percent

Sex Male 2 100% 49 56.32%

Female 38 43.67%
Total 2 100% 87 100%
Age 11-14 30 34.48%
15-20 57 65.51%
26-30 2 100%
31-35
36-40
41 2and above
Total 2 100% 87 100%
Educational 1-4
status 5-8 87 100%
Certificate
Diploma 1 50%

First degree 1 50%

Total 2 100% 87 100%

Work 1-10 2 100%
experience 11-20
21-30
31-40
41 and above
Total 2 100%

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Table 2 Pre- reading strategies

Strongly disagree
disagree
No Activities

Response

Strongly agree

Agree

Undecided
1 Our teacher give as a reason for reading and No 25 15 42 5
interesting in the passage
% 28.73 17.2 48.27% 5.74%
4

2 our teachers get us to bring our knowledge of No 40 47

the topic to the passage
% 45.97 54

3 Our teacher get us to establish about what No 30 20 37

exceptive the passage to contain and make
predication about the text % 34.4 22.9 45.52%
8

As indicated in the table 2 our teacher give us a reason for reading and interest in the passage
25(28.73%) responded strongly agree 15(17.24%) 42 (48.27%) disagree and 5 (5.74%) strongly
disagree

As depicted in item 2 our teacher get us to bring our knowledge of the topic to the passage
40(45.97%) of the respondents responded strongly agree. This indicated 40(45.97%) respondents
responded agree. Their agreement on the other hand 47(54%) of them expressed their
disagreement.

As indicated in item 3 our teacher get us to established about what we expect the passage to
contain and make prediction about the text. 30(34.48%) of the respondents responded agree. 20

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 (22.9%) neutral and 37(45.52%) strongly disagree, 20(22.9%) neutral and 37(45.52%) strongly
disagree, 20(22.9%) neutral while 37(45.52%) of the respondents strongly disagree.

TABLE 3 while reading strategies

No Activities Responde Agree Undec Disagree Strongly
Strongly
rs ided disagree
agree
1 Our teacher encourage us to read No 41 46
the passage quickly and silently
% 47.12% 52.8%

2 Our teachers let us No 32 15 40

compare our answer 
% 36.78% 17.24 45.97%
with collages
%
3 Our teacher check the answer to the No 43 44
questions and discuss the answer
% 49.42% 50.57%

4 Our teacher give us questions or No 35 52

tasks to be defined
% 40.22% 59.77%
5 Our teacher give us vocabulary No 20 22 45
questions in which we can inter
% 22.98% 22.44% 51.72%
their meanings

As indicated in table 4.3 1 our teachers encourage us to read the passage quickly and silently
4(47.12) disagree. This indicate 41(47.12) of the respondents responded strongly agree and
46(52.8%) disagree. This indicate 46(52.8%) respondents expressed their disagreement while
41(47.12%) of them disagreement.

As indicated in item 2 our teachers let us compare our answers with our collages 32(36.78%) of
the respondents responded agree. 15(17.24%) neutral and 40(45.97) disagree. This indicated

22
43(49.42%) of the respondents expressed the 15(17.24%) and 40(45.97) of them their
disagreement.

As indicated in item 3 our teachers check the answers briefly 43(49.42%) of the respondents
responded agree and 44(50.57%) disagree. This indicated 43(49.42%) of the respondents
expressed their disagreement. whereas 44(50.57%) of them disagreements. As indicated in item
4 our teachers give us questions or tasks to be defined 35(40.22%) of the respondents responded
agree. And 52(59.77%) disagree. This indicated 35(40.22%) of the respondents expressed their
disagreement and 52(59.77%) of them their disagreement.

As indicated in item 5 our teachers give us vocabulary questions in which inter their meaning
20(22.98%) of the respondents responded agree. 22(22.44%) disagree and 45(51.72%) strongly
disagree. This indicated 20(22.98%) of the respondents expressed their agreement 22(22.44%)
disagree and 45(51.72%) of the respondent expressed their agreement 22(22.44%) their
disagreement and 45(51.72%) of them their strongly disagreement.

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 Table 4 post reading strategies

Strongly agree
No Activities

Agree

Strongly disagree
Responders

Disagree
Undecided
1 Our teacher check our overall No 43 44
compression of the passage
% 49.42% 50.57%

2 Our teacher encourage us to evaluate the No 30 35 22

passage (whether interesting) or not)

% 34.48% 40.22% 25.28%

3 Our teacher get us to relate the passage No 38 19 30

to their own experience
% 43.67% 21.83% 34.48%

4 Our teacher get us imagine ourselves in No 20 28 39

the situation in
the text % 22.98% 32.18 44.82%
%
5 Our teacher encourages us to perform No 25 35 27
related activities possibly involving other
% 28.73% 40.22% 31
skills such as completing a paragraph or

As indicated in item 1 our teacher check overall comprehension of the passage 43(49.42%) of the
respondents expressed agree and 44(50.57%) of them disagree. This indicated 43(49.42%) of the
respondents expressed their disagreement.

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As indicated in item 2 our teacher encourage us to evaluate the passage whether interesting or
not 30 (34.48%) of the respondents responded agree. On the other hand 35(40.22%) disagree and
22(25.28%) strongly disagree. This indicated 30 (34.48%) of the respondents expressed their
agreement where as 35(40.22%) of them their disagreement and 22(25.28%) of them their
strongly disagreement.

As indicate item 3 our teacher get us to relate the passage to their own experience 38(43.67%) of
the respondents responded agree on the other hand 19(21, 83%) disagree and 30(34.48%)
strongly disagree. This indicated and 19(21,83%) disagreement and also 30((34.48%) of the
strongly disagreement.

As indicated in item 4 our teachers get us imagine ourselves in the situation in the text
20(22.98%) of the respondents responded agree on the other hand 28(32.18%) neutral and
39(44.82%) disagree this indicated 28 (32.18%) neutral. on their hands 39(44.82%) of them
disagreement.

As indicated in item 5 our teacher encourages us to perform related activities possibly involving
other skills such as completing a paragraph or summary of text. 25(28.73%) of the respondents
responded agree and 35(40.22%) disagree and 27(31) strongly disagree this indicated 25(28.73)
of the respondents responded their agreement. On the other hand 35(40.22%) of them
disagreement and 27(31%) of them their strongly disagreement.

4.2 Data obtained from interview

I am conducting research in title assess reading strategies Soye primary school in grade seven
student; the case of Soye primary school. In order to accomplish my study I need information
Soye primary school. Therefore I am happy if you answer questions correctly.

1. How students reading activities in English language response

Simply we read the passage allowed them and they read the passage allowed related to
our reading process. Finally they discuses answer from the passage.
2. Could you tell me the factors that affecting reading activities in your grade seven
students?

25
 Participation of the students was too poor during discussion this is because only two three
students participation in the discussion. The factors that affecting reading in grade seven
students. Soye primary school students have not enough reading experience as skill. The
students also are not motivated to read, there back ground knowledge is poor, the text
book is not enough lack of material and the student’s education back ground in other
grade affect their reading in Soye primary school.

4.3 Data obtained from class room observation

The research observed the students reading activities in stages of reading for three periods using
checklist. Consequently he sow the following draw backs first teacher doesn’t teach the students
stages of reading activities.

Furthermore they encourage students to read allowed in study of silently. The student’s
participation was too poor and their reading experience reading allowed without any activities.

4.4 Result and discussion pre-reading

The students didn’t know stages of reading they read any passage. They didn`t reasons for
reading activities

The students didn’t use bringing their own knowledge of the topic to passage, they didn`t
establish expectation about the passage. To contained and made prediction about the given text
and the students response was back up their teacher’s response.

While reading

The students did not read passage quickly and silently didn1t late the students compare answer
with friends didn`t check answer to the questions and discusses the answers briefly. Didn`t infer
meaning of given vocabulary the students respond rein force teachers response.

Post reading

The students didn`t check overall compression of the text didn`t evaluate the passage whether it
interesting or not they didn`t related the passage to their own experience. They didn`t imagine

26
themselves the situation of the text and they didn`t perform related activities possibly involving
other as completing a paragraph or summary text.

4.5 Data obtained from interview

After the researcher had interviewed English language teachers using semi structured interview
he got the following constraints.

The English language teachers didn`t teach students in three reading strategies and the students
have not experience in stages of reading. The students didn`t motivate themselves to common
reading strategies allowed instead of silent teachers didn`t encourage students to read silently and
participation of students was poor. This was only too few students showed participation.

The factors affecting reading in grade seven students Soye primary school the passage is not
interesting relief situations. More over the students reading speed was too poor vocabularies
were unfamiliar to them and the students didn`t motivate to read passage because lack of reading
experiences in their lower grade level.

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 CHAPTER FIVE

Summary, Conclusion and Recommendation

5.1 Summary
The objective of the study was primary conducted to assess reading strategies in grade seven
students. The case of Soye primary school. The population of the study was 87 students and 2
English language teachers. The population selected using available techniques. Therefore,
sampling population 87 students and two English language teachers selected by available
sampling. The data gathering tools were questionnaire interview and class room observation.

The basic questions were

 How in grade seven students identify the common reading strategies in Soye primary
school
 How in grade seven English teachers support students improve reading stage of reading
skills in Soye primary school
 How in grade seven teachers to examine hinder students use appropriate reading
strategies.

Generally the data obtained from questioner interview and class room observation in grade seven
students didn`t read passage to given text.

The factors affecting reading in grade seven students Soye primary school were students not
interested to read. As the text book not full this means lack of shortage of material. The parents
didn`t encourage their children. Teacher’s didn`t gives students experiences to read the passage
and the student’s didn`t gives attention for reading activities.

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5.2 Conclusion
The objective of the study to assess reading strategies in grade seven Soye primary school.

The data obtained from questioner interview and class room observation. The factors affecting
reading strategies where the students not interested to read the text book and parents didn`t
encourage to their children to read at homed library and other suitable place and teachers didn`t
stage of reading. The students didn`t give attention for reading experience was aloud without
principles of reading.

5.3 Recommendation
Based on the conclusion given above the following recommendation were in order to improve
students reading strategies in grade seven students in Soye primary school.

 The English language teachers should teach included stages of reading.

 In grade seven students should encourage themselves and avoid of frustration
 Borena woreda education office should check teachers teaching stages of reading at any
time.
 The English language teachers should develop their teaching reading capacity at reading
strategies.
 Parents in grade seven students should assist their children by providing reading
schedule suitable reading time.
 Amhara regional state education bureau revise English language curriculum particularly
in grade seven by using to prepare simple to complex and attract tangible situation based
on the geographical area.

29
Reference
Addis Ababa university research methodology

Research Journal or Yalew Endaworke Research Basic principles.

Anderson R.C. Aperson Shema- theoretic view of basic process in reading Hand book of reading
research.

Biundel – Catherine, Warming – up for reading how can we help students develop an effective
approach 10 reading?

Retrieved from http; //Google, com/viewer?

Immanuel kant, critique of pure reason trans,N. KEMO SMITTH ( London ; Macillan . 1963) me
Donugh . Joanshew. Christopher. (2004). Materials and methods in ELT New Delh;; Atlantic
publishers and distributors.

Carrwl .L. patricia theory ESL reading; class room Implication and Application Rume hart. D.e
Schemata the building blocks of cognition Comprehension and Teaching; Research review E.D
By Johnt. Guthire , Newark ,De.IRA.

STOLLER f. (1994) making the most of a new Magazine passage for reading skills development
English teaching form Vol -32.N/12-7.

30
 Appendix

Wollo University

Faculty of social science and humanities

Department of English language and literature

Questionnaire to fill by English language teachers

Dear teachers the purpose of this questionnaires is to collect sample

information about difficultly of reading strategies in grade e in Chiro Kadiss
primary school the information that you will give me used for this study keep
confidential .Therefore I wonder you could possible write your response
honestly . Furthermore I would like to thank you advance for your cooperation
taking your precise time to the questions.

For general information `x` make in space provide directions for closed ended
questions write `x` mark in the rating box below.

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 Pre-reading strategies

N Activities Strongly Agree Undeci Disagre Strongly

o agree ded e disagree
1 I give the students a reason for
reading and an interest the passage
2 I get the students to bring their own
knowledge of the topic to the
passage
While reading strategies
No Activities Strongly Agree Undeci Disagre Strongly
agree ded e disagree
1 I check the answers to the
questions and discuss answers
briefly
2 I give them defined question or
tasks
3 I encourage the students to
read the passé quickly& silently
Post reading strategies
No Activities Strongl Agre Undeci Disagr Strongly
y agree e ded ee disagree
1 Check the students overall
comprehension of the passage
2 I encourage the students to evaluate
the passage (wea their interesting or
not)
3 I get the students to relate the passage
to their own experience
4 I get the students to imagine themselve
s in the situation in the text.

32