STATUS AND CAUESES OF READING DIFFICULTIES IN SELECTED PRIMARY SCHOOLS. RESEARCH THESIS SUBMITTED IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR THE DEGREE OF MASTER OF INCLUSIVE EDUCATION AND REHABILITATION.

<strong>ABSTRACT: </strong>The study was aimed to identify the status and causes of reading difficulties affecting reading of English among Grade four learners in the Loma woreda, Dawuro zone. The researcher used both the quantitative and the qualitative approaches for the collection of data. Descriptive survey research design along with explanatory sequential quantitative mixed design was also used in the study. To select a participant sample of the population of primary schools purposive sampling was employed to select 4 primary schools; available sampling was used to select 4 school directors and four English language teachers; and stratified sampling was used to select 60 grade four learners from four primary schools out of 64 schools in the woreda. Data was obtained from semi-structured interview, lesson observations and reading tests. The findings of this study revealed that, inadequate English reading materials, weak implementation of pre school education programmes, improper teaching methodology and insufficient English language development were causes of reading difficulties in the woreda. Lack of English language development was a result of insufficient teacher-learner interactions during the English lessons. The results also from the tests indicated that decoding, phonemic awareness; word recognition skill and comprehension might have hampered reading proficiency in Grade 4. Although a section of learners provided the abilities to read fluently they could not satisfactorily answer the questions based on the text reading. The results revealed that 54.5% were unable to read the texts beyond the frustration level, and only 33.4% at the instruction level. The researcher recommends that schools should make resources available to lend supplementary reading materials for use by learners. This study suggests that government should reconsider on automatic promotion policy to filter promoting without acquiring required competencies in a first-cycle primary school. Pre-school education programs delivery should strengthen learners to attend before entering primary school. Teachers should study English language and engage in continuous professional development programs to build up their English Language.