Exploring teachers’ challenges in teaching reading proficiency to isiZulu Foundation Phase learners at rural schools in KwaZulu-Natal

Abstract

Despite many interventions that have been implemented to address the challenges in teaching reading, few successes have been achieved. This article explores teachers’ challenges in teaching reading to isiZulu Foundation Phase learners at rural schools in KwaZulu-Natal. A phenomenological research design in the qualitative domain was adopted. Seventeen participants were selected by purposeful sampling from two Foundation Phase schools. Data was generated through two focus-group discussions, of which the transcripts were analysed through interpretive phenomenological analysis. The findings indicated that teachers seemed to have different understandings regarding which initial skills should be taught to learners to prepare them to be proficient readers. Over-reliance on scripted lesson plans hinders teachers from applying the teaching strategies that can best accommodate all their learners’ learning needs and give them time to support those who lag behind. This study recommends that a reading skills analysis be conducted for each learner either weekly or fortnightly to enable teachers to know the learners’ shortfalls and be able to offer support before problems escalate.