All Analysis Of The Reading Skills Employed By Freshman In Reading Amharic And English

In this study an effort is made to find out whether Freshmenrnslow reading is attributed to the lack of general knowledge ofrnEnglish or due to the use of Amharic r8ading techniques whil e .rnreading English.rnTo test this, a questionnaire , reading speed and readingrntechniques tests were prepared and were administered simultaneously.rnThe researcher selected 120 students at random for the test.rnHowever, 119 students participated in the exam. The scores wererncomputed for three groups. The 'ov0rall group' , the 'good' andrn'poor' readers groups, and the 'language subgroup' group .rnFrom the scores the overall group performed better in readingrnEnglish and~ reading techniques in English at a statisticallyrnsignificant~evel by 5%. However, since mean values can bernaffected by extreme cases, the researcher had also tested the twornli/xtreme readers, that is, ' good ' and '.poor' readers. Primarily, c ~rncomputations for good readers in both languages showed that goodrnreaders are better at reading Amharic than reading English (221.7rnto 177.3). And, the researcher referred to their achievement in readingrntechniques in both l anguages to check whether slow reading canrnbe attributed to transfer from Amharic to English. It was found thatrnthe reading techniques results vlere better in English than inrnAmharic (of the same individuals). And, the assumption got l ittlernsupport .rnOn the other hand, 'poor' readers have performed , much poorerrnthan ' average' freshmen understudy, in reading speed, comprehensionrnand in reading techniques. The ' good' readers have showed a correlationrnof (.3, .1) in reading speed and in comprehension in both languages.rnFurthermore, the subgroups have performed better in readingrnspeed than in comprehension, and the scores indicate that there isrnmoderate correlation between reading in Amharic and r eading inrnEnglish specially among Tigrigna and Oromo speakers .rnTherefore , on the basis of these findings studento' slowrnreading in attributed to lack of comprehension (which is largelyrnaffected by lack of language competence) in FL rather than to•rntransfer of techniques from Amharic to English.

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