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Augmenting Students' Reading Comprehension Using Source Culture-Oriented Texts: Eighth-Grade in Focus

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Title: Augmenting Students' Reading Comprehension Using Source Culture-Oriented Texts: Eighth-Grade in Focus
Language: English
Authors: Atirse Awago Atumo (ORCID 0009-0008-7447-0802), Getachew Seyoum Woldemariam (ORCID 0000-0003-0881-2807), Abbi Lemma Wodajo (ORCID 0000-0002-8126-6083)
Source: GIST Education and Learning Research Journal. 2025 (31):89-110.
Availability: Institucion Universitaria Columbo Americana UNCA. Calle 19 # 2A - 49 Third Floor, Bogata, Columbia. Tel: +571-281-1777 Ext 1291; e-mail: gist@unica.edu.co; Web site: https://latinjournal.org/index.php/gist/index
Peer Reviewed: Y
Page Count: 22
Publication Date: 2025
Document Type: Journal Articles
Reports - Research
Education Level: Elementary Education
Grade 8
Junior High Schools
Middle Schools
Secondary Education
Descriptors: Foreign Countries, Reading Comprehension, Grade 8, Culturally Relevant Education, English (Second Language), Textbook Selection, Local Issues, Cultural Influences, Cultural Background, Heritage Education, Instructional Design, Intervention, Barriers, Cultural Context
Geographic Terms: Ethiopia
ISSN: 1692-5777
2248-8391
Abstract: This study aimed to enhance eighth-grade students' reading comprehension through source culture-oriented texts using a design-based research approach. It involved 67 students (29 males and 38 females) from two purposefully selected primary schools. Baseline data were collected using document analysis, classroom observation, and pre-reading tests. Initial findings revealed significant challenges in reading comprehension, with only 26.5% of students at School A and 18.2% at School B scoring above 50%. In phase II, local culture-based texts were developed, reviewed, and refined by experts. In Phase III, the intervention materials were implemented in two phases over 16 sessions across 8 weeks at each school. The evaluation included both formative and summative assessments, including reflections from observation results, post-tests, and delayed post-tests. The inferential statistical analysis showed significant improvements in students' scores (p = 0.000) in the one-way ANOVA, indicating the intervention's effectiveness. The results suggest that the use of culturally relevant texts led to improved reading comprehension, addressing issues such as low comprehension skills identified in Phase I. The study recommends further exploration of culturally relevant materials across diverse educational settings.
Abstractor: As Provided
Entry Date: 2026
Accession Number: EJ1493322
Database: ERIC
FullText Text:
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  Data: Augmenting Students' Reading Comprehension Using Source Culture-Oriented Texts: Eighth-Grade in Focus
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  Data: <searchLink fieldCode="AR" term="%22Atirse+Awago+Atumo%22">Atirse Awago Atumo</searchLink> (ORCID <externalLink term="https://orcid.org/0009-0008-7447-0802">0009-0008-7447-0802</externalLink>)<br /><searchLink fieldCode="AR" term="%22Getachew+Seyoum+Woldemariam%22">Getachew Seyoum Woldemariam</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-0881-2807">0000-0003-0881-2807</externalLink>)<br /><searchLink fieldCode="AR" term="%22Abbi+Lemma+Wodajo%22">Abbi Lemma Wodajo</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-8126-6083">0000-0002-8126-6083</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22GIST+Education+and+Learning+Research+Journal%22"><i>GIST Education and Learning Research Journal</i></searchLink>. 2025 (31):89-110.
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  Data: Institucion Universitaria Columbo Americana UNCA. Calle 19 # 2A - 49 Third Floor, Bogata, Columbia. Tel: +571-281-1777 Ext 1291; e-mail: gist@unica.edu.co; Web site: https://latinjournal.org/index.php/gist/index
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  Data: <searchLink fieldCode="EL" term="%22Elementary+Education%22">Elementary Education</searchLink><br /><searchLink fieldCode="EL" term="%22Grade+8%22">Grade 8</searchLink><br /><searchLink fieldCode="EL" term="%22Junior+High+Schools%22">Junior High Schools</searchLink><br /><searchLink fieldCode="EL" term="%22Middle+Schools%22">Middle Schools</searchLink><br /><searchLink fieldCode="EL" term="%22Secondary+Education%22">Secondary Education</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Reading+Comprehension%22">Reading Comprehension</searchLink><br /><searchLink fieldCode="DE" term="%22Grade+8%22">Grade 8</searchLink><br /><searchLink fieldCode="DE" term="%22Culturally+Relevant+Education%22">Culturally Relevant Education</searchLink><br /><searchLink fieldCode="DE" term="%22English+%28Second+Language%29%22">English (Second Language)</searchLink><br /><searchLink fieldCode="DE" term="%22Textbook+Selection%22">Textbook Selection</searchLink><br /><searchLink fieldCode="DE" term="%22Local+Issues%22">Local Issues</searchLink><br /><searchLink fieldCode="DE" term="%22Cultural+Influences%22">Cultural Influences</searchLink><br /><searchLink fieldCode="DE" term="%22Cultural+Background%22">Cultural Background</searchLink><br /><searchLink fieldCode="DE" term="%22Heritage+Education%22">Heritage Education</searchLink><br /><searchLink fieldCode="DE" term="%22Instructional+Design%22">Instructional Design</searchLink><br /><searchLink fieldCode="DE" term="%22Intervention%22">Intervention</searchLink><br /><searchLink fieldCode="DE" term="%22Barriers%22">Barriers</searchLink><br /><searchLink fieldCode="DE" term="%22Cultural+Context%22">Cultural Context</searchLink>
– Name: Subject
  Label: Geographic Terms
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  Data: <searchLink fieldCode="DE" term="%22Ethiopia%22">Ethiopia</searchLink>
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  Data: 1692-5777<br />2248-8391
– Name: Abstract
  Label: Abstract
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  Data: This study aimed to enhance eighth-grade students' reading comprehension through source culture-oriented texts using a design-based research approach. It involved 67 students (29 males and 38 females) from two purposefully selected primary schools. Baseline data were collected using document analysis, classroom observation, and pre-reading tests. Initial findings revealed significant challenges in reading comprehension, with only 26.5% of students at School A and 18.2% at School B scoring above 50%. In phase II, local culture-based texts were developed, reviewed, and refined by experts. In Phase III, the intervention materials were implemented in two phases over 16 sessions across 8 weeks at each school. The evaluation included both formative and summative assessments, including reflections from observation results, post-tests, and delayed post-tests. The inferential statistical analysis showed significant improvements in students' scores (p = 0.000) in the one-way ANOVA, indicating the intervention's effectiveness. The results suggest that the use of culturally relevant texts led to improved reading comprehension, addressing issues such as low comprehension skills identified in Phase I. The study recommends further exploration of culturally relevant materials across diverse educational settings.
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  Data: As Provided
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  Data: 2026
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  Group: ID
  Data: EJ1493322
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RecordInfo BibRecord:
  BibEntity:
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 22
        StartPage: 89
    Subjects:
      – SubjectFull: Foreign Countries
        Type: general
      – SubjectFull: Reading Comprehension
        Type: general
      – SubjectFull: Grade 8
        Type: general
      – SubjectFull: Culturally Relevant Education
        Type: general
      – SubjectFull: English (Second Language)
        Type: general
      – SubjectFull: Textbook Selection
        Type: general
      – SubjectFull: Local Issues
        Type: general
      – SubjectFull: Cultural Influences
        Type: general
      – SubjectFull: Cultural Background
        Type: general
      – SubjectFull: Heritage Education
        Type: general
      – SubjectFull: Instructional Design
        Type: general
      – SubjectFull: Intervention
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      – SubjectFull: Barriers
        Type: general
      – SubjectFull: Cultural Context
        Type: general
      – SubjectFull: Ethiopia
        Type: general
    Titles:
      – TitleFull: Augmenting Students' Reading Comprehension Using Source Culture-Oriented Texts: Eighth-Grade in Focus
        Type: main
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          Name:
            NameFull: Atirse Awago Atumo
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            NameFull: Getachew Seyoum Woldemariam
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            NameFull: Abbi Lemma Wodajo
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              Type: published
              Y: 2025
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              Value: 31
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            – TitleFull: GIST Education and Learning Research Journal
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