Foundation Phase teachers: The ‘battle’ to teach reading

Abstract

There is evidence that learners attending South African schools have reading problems. This article is an attempt to gain insight into some of the possible reasons why learners in Grades 1 to 3 fail to become proficient readers. Research was conducted in the province of Gauteng with Grade 1 to 3 teachers at 11 schools. During this mixed method research it became clear that due to many problems teachers ‘battle’ to teach reading properly. These include the home language spoken by the learners and the teachers, the reading methods used in the classrooms and the lack of reading materials in the classrooms. Research needs to be done in South African schools to advise individual schools about their language policy and the teaching of reading. The findings of this research can also be used to pave the way for well-planned in-service teacher training on the teaching of reading.

Keywords: reading, teaching reading, reading methods, Foundation Phase teachers, home language, classroom practices