The core issue in this research was the status of reading skills development inrnsubject-area teaching and learning. The research aimed at to investigating thernstatus (degree) to which material, technical and linguistic conditions allow thernconstructive building of reading skills in subject areas given in Afan Drama atrnsecond-cycle primary school level. To do this descriptive survey method ofrnresearch was employed. Second cycle primary schools of Dromia in threernselected zones (West Shewa West Wellega East Wellega) were the target datarnareas. Teachers, students and experts of the respective zones and regionalrnexperts were data sources whereby 270 teachers, 225 students and 12rnconcerned experts were partakers. Questionnaire, interview, observationrnchecklist, and document survey were data gathering tools. Four issues werernpresented to be examined in the realization of this research: efficiency ofrnteachers' training for due enhancement of reading skills in Afan Dromo subjectareas,rnefficiency of reading materials for due reading practice, channels forrndealing with students' readiness In reading, and linguistic competence.rnIt was found out that, teachers didn't get medium-sensitive training in order tornguide students in reading to learn. Lack and insufficiencies of the necessaryrntextbooks was also one of the setbacks. Insufficient and far-reaching guidesrnwere a part of the shortages, too. The teachers happened to over work such thatrnthey failed to deal with individual differences. Hence, the whole matter ofrnreading In subject areas remained litera/. The vast amount of newly coined andrntechnically borrowed words didn't IJave enoug/J glossaries and technicalrnreferences. Textbook was taken unduly as a sale feeding bottle which did notrnsupport the pupils' comprehension wei/. Based up on the above findings, thernresearcher has come to deduce that reading to learn in the selected schools hasrnbeen highly bound to ordinary copying of text data, and interpretive and creativernreading have been prone to shortage to worse and absent to the worst. Thernsale and proximate professionals, the teachers, themselves have been used tornJ, {iltr" ,rnIIrndispensing information, not gUiding pupils' independent reading and conceptrnformation. This, in turn, has made the whole work of pupils' reading to learnrnunfruitful since it blocks creative envisage. Textbooks and teachers' guides, byrnthemselves, have been insufficient as seen by the researcher practically, andrneven, some subjects have been taught with no text around (for instance, CivicrnEducation). After examining the status of reading skills development in thernsubject areas given in Afan Oromo, the researcher has come up with thernfollowing major recommendations:rni.Course provision in Afan Oromo subject areas should enclose the way throughrnto developing reading skills, and this must be done by the respective colleges ofrnteachers education. More strategically, such a provision must gear towardsrnmaking subject methodology media-sensitive, and be given in both in service andrnpre-service channels.rn2. The supply of text books and teachers guides in Oromia in general and in therntargeted research area schools in particular should see a great improvement ifrnpupils ale to read constructively. 50, the provisions of books at the second-cyclernprimary level has to get due consideration as planned as for the first-cyclernprimary. Both Oromia Education Bureau (OEB) and the respective technicalrnadvisors have to show their shares, in here.rn3. The reading materials at hand must have exercises and expressions duly setrnto initiate reading to learn at the different comprehension levels, and ,I)ence thernrespective curriculum experts have to re-assess the liability of the core mediumrnfor pupils reading, and take progressive measures.rn4. Sessional enriching programs to refresl) teachers at the grass root level shouldrnenclose ways of tackling and treatment of reading skills set back at thernoperationallevcl. For this to prove practical, every remedial (tutorial) to be givenrnhas to bc based upon need assessment and feedback from both teachers andrnstudents