Teachers’ perceptions of reading instruction in selected primary schools in the Eastern Cape

Madoda Cekiso

doi:10.4102/rw.v8i1.158

Abstract

Background: There is a general outcry that too many South African Foundation Phase (Grades 1–3) teachers do not know how to teach reading and are currently teaching reading in an ad hoc, unsystematic way.Objectives: In response to this, this study explored the Foundation Phase teachers’ perceptions of their role in teaching reading. The focus was on the relevance of the initial training, awareness of reading strategies and how these strategies were reflected in their classroom practice.Method: The study was qualitative in nature and a case study design was followed. Semi-structured interviews were conducted with nine teachers who were purposively selected from three public schools. Content analysis was used to analyse the data.Results: Regarding the initial training programme, teachers received at tertiary institutions, the findings of the study showed that the majority of teachers were not adequately prepared to teach reading and to deal with learners who experience problems in reading. Some teachers indicated that they were not even trained to teach in the Foundation Phase. The findings also showed that the majority of respondents doubted if their classroom practice would yield positive results as far as reading instruction is concerned. The findings further indicated that the majority of respondents only paid attention to oral reading (observing punctuation marks and pronunciation), without attending to reading comprehension. There was a general consensus that the new ways of teaching reading were necessary in order to improve the reading ability of learners.Conclusion: Recommendations based on the findings are that institutions of higher learning that train Foundation Phase teachers should do so in ways that adequately equip them to produce student teachers who are knowledgeable about research and theory regarding how individuals learn to read. Workshops on appropriate instruction of reading strategies are recommended for in-service teachers.

Highlights

Reading is a core competency at school, and all academic achievement depends to a lesser or greater extent on reading literacy
Recommendations based on the findings are that institutions of higher learning that train Foundation Phase teachers should do so in ways that adequately equip them to produce student teachers who are knowledgeable about research and theory regarding how individuals learn to read
Workshops on appropriate instruction of reading strategies are recommended for in-service teachers

Summary

Introduction

Reading is a core competency at school, and all academic achievement depends to a lesser or greater extent on reading literacy. There is a general outcry in South Africa, but worldwide about teachers’ inability to teach reading to learners whose mother tongue is not English. The literature on reading literacy has shown that teachers are not receiving adequate professional development in effective strategies to address English learners’ literacy development (Darling-Hammond 2000; Klapwijk 2012; Moats et al 2010; National Reading Panel 2000; Pretorius & Machet 2004; Van Staden 2011; Zimmerman et al 2007). Teachers’ classroom practices have a significant impact on student outcomes. This is a cause for concern as teachers play an important role as mediators, facilitators and monitors of the reading process (Richards in Rido, Ibrahim & Nambiar 2014). There is a general outcry that too many South African Foundation Phase (Grades 1–3) teachers do not know how to teach reading and are currently teaching reading in an ad hoc, unsystematic way

Objectives

Results

Discussion

Conclusion