Practice of Teaching Reading Comprehension in Secondary Schools: A Case of Debre Markos Administrative Town

Simachew Gashaye Dawit Dibekulu Alem

Abstract
This study aimed to assess practices of teachers in teaching reading comprehension in secondary schools of Debre Markos administrative town. Descriptive survey research design and mixed method research approach was employed, data were collected from 254 students and 33 teachers through questionnaire, interview, classroom observation and document analysis. The data were analyzed with mean, one sample t–test, and thematic narration for qualitative. The one sample t-test value for pre -reading phase obtained from teachers (M=3.01), which is almost equal to expected mean t-value. So, the implementation of pre-reading activity was below the expected level (t-3). And from students (M=2.21) is significantly lower than expected mean value. The while reading phase mean scores obtained from teachers (M=2.73), and students (M= 2.27) are lower than the expected mean value (t=103.27, df=253, p<0.05) this shows that the while-reading activities was below t-3. Similarly, for post reading phase, the mean score obtained from teachers (M=2.82), and from students (M= 2.16), implies that the implementation of post-reading activities was below the expected level of practice. The one-sample test score for the application of teaching strategies obtained from teachers (M=3.67) is significantly greater than the expected mean t-value and But the mean value (M=2.50) obtained from students is significantly lower than expected mean tvalue. This indicates that teachers accept they were practice properly but and students were responded that the teachers were not practice properly. And student, teachers, subject content and context related factors were found affecting teachers teaching practice significantly with some differences in between teachers and students. The qualitative data also showed that the three phases of reading comprehension were not practiced to properly. In addition teachers, students, the context were causal factors that hamper the practice dominantly

DOI: 10.32996/ijllt.2018.1.1.7 
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