READING PROFICIENCY DETERIORATION IN ONE RURAL PRIMARY SCHOOL IN O.R. TAMBO COASTAL DISTRICT OF SOUTH AFRICA

Lundi Nomlala; Bulelwa Makena

doi:10.17770/eid2025.1.8383

READING PROFICIENCY DETERIORATION IN ONE RURAL PRIMARY SCHOOL IN O.R. TAMBO COASTAL DISTRICT OF SOUTH AFRICA

Authors

Lundi Nomlala Faculty of Education, Walter Sisulu University, Komani Campus, South Africa
Bulelwa Makena Faculty of Education, Walter Sisulu University, Komani Campus, South Africa https://orcid.org/0000-0001-7340-3001

DOI:

https://doi.org/10.17770/eid2025.1.8383

Keywords:

Grade Four, Learners, Reading, Rural Primary schooling, English First Additional language

Abstract

Reading is a fundamental skill for learners in grade four, as well as for individuals of all ages. Without proficient reading skills, learners may struggle to grasp the content of any learning area. Reading challenges are being experienced by fourth-grade learners learning English as a First Additional Language in the O.R. Tambo Coastal District at Lusikisiki. There is limited research on specific instructional practices and resource availability in Lusikisiki schools. Vygotsky's Social Constructivist Theory informed the study with its relevance to reading skills considered as foundational for language learning. The qualitative research design used in this report was a case study. Ten primary schools were sampled for the study. Ten English First Additional Language teachers in grade four (one from each school) were the sampled participants who participated in semi-structured interviews. The data was analyzed using thematic analysis, which led to the creation of themes. The analyzed data demonstrated significant factors leading to reading challenges as follows: Lack of parents’ participation, lack of support and resources, and curriculum changes. This paper recommends reducing teacher workload, building libraries in schools and communities, and integrating teacher and parental participation.

Supporting Agencies

Teachers, as the study participants, are acknowledged for their participation in the study. Permission rendered by the district officials for consent to have access to schools for data collection is greatly appreciated as teachers were data informants for this investigation. The last tribute is indebted to the Walter Sisulu University Research Directorate, for they have put policies in place towards paper writing capacitation and provision of funding for the publication of our manuscripts.

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