Early Grade Reading Instruction and Teacher Experiences: A Mixed Methods Analysis of Strategy Use and Effectiveness across Urban and Rural Schools in Sidama, Ethiopia

ABSTRACT

This study employed an explanatory sequential mixed-methods design to investigate early grade reading instruction in Ethiopia’s Sidama Region. Its primary purposes were to compare the quantitative efficacy and frequency of reading strategy use between urban and rural school settings for Grades 1–3 and qualitatively explore teachers' experiences, challenges, and support mechanisms related to reading strategy instruction in these diverse contexts. Data were collected using two instruments: closed-ended questionnaires administered to 321 Sidaamu Afoo teachers and structured classroom observations of a subset of the participants. The questionnaires quantified the frequency of various reading practices and comprehension strategies, while the observations provided qualitative insights into classroom interactions, instructional methods, and content delivery. Quantitative results revealed statistically significant disparities, with urban teachers implementing strategies such as reading aloud, silent reading, summarization, and skimming/scanning more frequently. However, both groups showed limited engagement with higher order comprehension skills. Qualitative findings confirmed these trends, showing that while an intervention improved teaching practices in both settings, urban schools exhibited more pronounced gains in classroom organization and instructional methods than did rural schools. The study further identified that professional development opportunities, teaching resources, and institutional support were more accessible in urban areas, contributing to the observed disparities. This research offers a nuanced comparative analysis essential for informing equitable educational policy in Ethiopia, emphasizing that effective reading instruction is shaped by contextual factors. It recommends context-sensitive, tailored training programs that address the structural and resource constraints of rural schools and calls for further longitudinal research into sustainable strategies for improving reading instruction in local languages such as Sidaamu Afoo.