THE PRACTICE AND ASSESMENT OF TEACHING READING SKILLS: BISHOFTU SECONDARY SCHOOLS GRADE 9 STUDENTS IN FOCUS

Abstract

This study investigated the teaching and assessment of reading skills in Grade 9 English classrooms in government secondary schools in Bishoftu Town, where reading remains a cornerstone of academic achievement within Ethiopia’s English-medium instructional context. Despite the recognized importance of the three-phase reading instruction model: pre-reading, while-reading, and post-reading, evidence shows persistent gaps between recommended practices and actual classroom implementation. The study aimed to examine teachers’ instructional practices, explore the challenges they encounter, and analyze how they apply the stages of reading instruction. A mixed–methods approach, specifically an explanatory sequential design, was employed. Quantitative data were gathered from all 77 Grade 9 English teachers through a structured questionnaire, followed by qualitative data from semi-structured interviews and classroom observations involving five purposively selected teachers. Descriptive statistics were used to analyze the quantitative data, while thematic analysis guided the interpretation of qualitative findings, with methodological triangulation strengthening the validity and depth of the results. The findings revealed that reading instruction is largely dominated by while-reading and post-reading activities, including skimming, scanning, guided comprehension, summarizing, and whole-class discussions, whereas pre-reading strategies receive minimal attention. Teachers’ use of learner-centered, interactive techniques and authentic reading materials was also limited. Major challenges identified include large class sizes, inadequate instructional resources, low student motivation and proficiency, and insufficient instructional time, all of which hinder the effective use of recommended reading practices. Assessment practices were found to rely predominantly on oral questioning and immediate feedback, with limited utilization of structured, continuous, or varied assessment techniques. The study concludes that reading instruction and assessment in Bishoftu Town are not fully aligned with established pedagogical frameworks, resulting in imbalanced instructional stages and restricted opportunities for students’ comprehensive reading development. Accordingly, the study recommends strengthening access to reading materials, enhancing teachers’ professional development, promoting balanced and interactive reading strategies, and integrating systematic formative assessment at classroom, school, and broader educational levels.