Abstract

This study aimed to assess early reading difficulties among Qillisoo primary school children in Chiro Town, Oromia, Ethiopia: reflections from subject teachers, children, and parents. An explanatory mixed research design was used in the study. Using stratified and simple random techniques, the study included 108 children, 101 parents, and three English teachers. Questionnaires, classroom observations, semi-structured interviews, and document analysis were used to collect the data. As a result, questionnaires were distributed to both parents and children. During a reading lesson, subject teachers were interviewed using semi-structured interview questions, and classroom observation was used to investigate the classroom setting. A document review for attendance and timetable was also performed to assess children who were late or absent from class. The findings of the study revealed that a variety of challenges hampered children's reading ability, including a lack of textbooks and learning facilities (limited chairs and desks, class size, fixed desks), a lack of preschool exposure, a lack of parent awareness about the importance of reading, children's workload at home, textbook variation (coloured vs. no coloured), and parent's residential areas and occupation status. Parents who are educated report using a variety of methods to assist their children, including discussing their children's reading abilities with both their children and their teachers, assessing their children's reading abilities and assisting them in practicing reading, purchasing a variety of supplementary books, designing home reading activities, and checking their children's exercise books to see what they have learned. Based on the findings of this study, parents and schools should make reading materials available to children, and children should be encouraged to develop their ways of practicing reading English on their own. 
 

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