Vol. 57 No. 1 (2024): A Speical Issue on Language Education and Use in Early Grades in Ethiopia

Articles

• Introduction

  Binyam Sisay Mendisu

  1-6

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• Examining Teachers’ Practice of Phonological Awareness (PA) in Early Grades: A Qualitative Study of Koorete Language Classes, Southern Ethiopia

  Samuel Zinabu Haile, Binyam Sisay Mendisu

  7-38

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• Phonological Awareness Instructional Practices and Challenges for Implementation in Ethiopian Primary School: A Case Study of Goffa Language Grade One

  Zerihun Haliso Atsero, Moges Yigezu, Anna Sara Hexeberg Romøren

  39-64

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• Causal Correlations of Letter Naming and Number Identification with Numeracy and Literacy: Evidence from Af Somali Medium of Instruction Schools, Ethiopia

  Abraha Asfaw

  65-86

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• Early-Grades’ Vocabulary Instruction and Nation’s (2013) Word Learning Framework: the Theory’s Realities and Instructional Contents in the Grade One Amharic Textbooks

  Nigist Gedife, Moges Yigezu

  87-106

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• The Influence of Orthography in Early Grade Letter Knowledge among Sidaama School Children

  Samrawit Bekele, Abraha Asfaw

  107-126

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• Defects on Children’s Amharic Story-Books in Ethiopia: A Critical Evaluation

  Bayleyegn Tasew

  127-158

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• Predicaments in Employing Ethiopian Sign Language as Mother Tongue of Deaf Children

  Elizabeth Demissie, Moges Yigezu

  159-182

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