Abstract:
Reading is one of the basic skills that a child should master during their first school
years to be able to assimilate new knowledge and skills in future. in kirakir cluster
school mainly grade 3 and 4 students have a problem in reading and secondly, those
who can read they have a problem in different requirements in reading due to the low
levels of learners’ reading skills. The focus of this study is factor that contribute for the
Amharic reading difficulties of students in the case of kirakir cluster primary schools in
Tegede woreda, central Goner zone, Amhara region .The researcher used a
quantitative approach and also qualitative approach also used to support the study.
Descriptive research design was adopted for the study. Three schools were sampled for
the study. Empirical investigation was conducted through literature study, the research
used questioner, interviews, and observation, focus group discussion is as data
collection instrument. Five reading subtask assessments tests were used for the Grade 3
and 4 learners based on their grade levels. Data were analyzed by coding all responses
from the interviews and reading tests. The coded information was then presented
according to the study objectives. Data were then presented in tables and narrative
forms according to the research objectives. The finding lack of reading materials in the
school s. In addition, the teachers and learners did not have access to the library. The
other finding was that the reading problem occurred because Teachers have a great gap
on applying active teaching learning method, cluster schools are not conducive to
attract students to read, the research recommend Teachers should help the learners with
extra reading lessons in the afternoon, Schools in the cluster should draft community
mobilization activates to protect with drawl and absentee of students in the class, The
administration style of each school give attention for the issue of reading and reading
difficulties
