Early-Grade Reading: The Challenges That Affect Teachers’ Practice of Phonological Awareness: The Case of Koorete Language

<table class="table-group" id="tab2"><tr><td><table class="table"><tr><td class="thead-hr" colspan="4"><hr/></td></tr><tr class="thead"><td class="align_left">Responses</td><td class="align_center">Participant no.</td><td class="align_center">Frequency</td><td class="align_center">(%)</td></tr><tr><td class="thead-hr" colspan="4"><hr/></td></tr><tr><td class="align_left">Lack of in-service training about MT reading instruction</td><td class="align_center">30</td><td class="align_center">26</td><td class="align_center">86.6</td></tr><tr><td class="align_left">Lack of motivation</td><td class="align_center">30</td><td class="align_center">22</td><td class="align_center">73.3</td></tr><tr><td class="align_left">Insufficient subject content and pedagogical awareness</td><td class="align_center">30</td><td class="align_center">20</td><td class="align_center">66.6</td></tr><tr class="table-tr"><td colspan="4"><hr class="tbody-hr"/></td></tr></table></td></tr></table>

<div>Challenges related to teacher preparedness in teaching phonological awareness.</div>

Education Research International

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Table 2

Table 2: Early-Grade Reading: The Challenges That Affect Teachers’ Practice of Phonological Awareness: The Case of Koorete Language 