Effects of Rime-Based Analogy Instruction on English Word Recognition Ability of Ethiopian Children

Most children in Ethiopia, especially from economically disadvantaged families, often have no exposure to English before school and learn government-sponsored public schools with insufficient resources, semi-qualified or unqualified non-native teachers poor teaching methods. Assessment results shown that Ethiopian children's reading performance is below the standards set for each grade level they are poorly prepared next of education. The present study aimed determine whether a systematic explicit rime-based analogy-phonics intervention could improve word recognition ability children. participants were 3rd (N=67) at two primary Hawassa, Ethiopia. A randomized pretest-intervention-posttest-control group research design was used, half (N=33) randomly assigned experimental other (N=34) control group. conducted 40 minutes day, 3 days week 12 weeks. Pre posttests used measure t-test employed analyze results. After controlling initial variables, posttest showed instruction led significant improvements ability. further indicated such also be considered as useful tool contributed little-known literature on subject.