Exploring the prevalence of reading challenges among EFAL learners and the strategies teachers use to support them.

Abstract

Research in South Africa indicates that 81% of learners in Grade 4 struggle to read with comprehension (Department of Basic Education, 2023). The early graders’ reading difficulties hinder their ability to read and to learn other subjects. This study explores the reading challenges experienced by SiSwati home language speakers when reading English First Additional language and the strategies teachers employ to mitigate them. This paper presents findings of the Early Grade Reading Assessment (EGRA), which was utilised to assess learners' reading proficiency, and the Facilitative Orientation to Reading Teaching (FORT), which was used to assess classroom interactions. Conducted in 2021 at a primary school located in a high-density suburb in Mpumalanga, the research involved four teachers and two classes each of Grades 2 and 3. Results revealed that only four Grade 2 learners met the expected threshold of 30 words correct per minute (WCPM), while only eight learners in Grade 3 surpassed the threshold of 50 WCPM. Most learners fell below these thresholds, highlighting significant literacy challenges. The lack of standardised teaching strategies among teachers is evident. The study recommends a single across-the-curriculum programme as an intervention, as well as improved pre-service training and ongoing support for in-service teachers.