Foundation Phase teachers’ challenges in teaching reading in South Africa

Abstract

The reading ability of learners in the Foundation Phase through the development of reading proficiency at an early age could determine learning. With the study reported on here I intended to explore the challenges faced by Foundation Phase teachers in teaching reading. I used a qualitative approach and employed an explanatory case study design. The study was guided by the social constructivist theory of German psychologist, Max Wertheimer. Twelve participants (n = 12) were purposively selected from 4 schools in the Vhembe district in the Limpopo province, South Africa. These were learners who performed poorly in reading. Data were collected using semi-structured interviews and thematic analysis was used to analyse the data. I recorded that the Foundation Phase teachers experienced various challenges, namely overcrowded classrooms, a lack of resources and support from the school management team and parents, and poor knowledge of reading instruction. I further recorded that teachers’ inability to administer assessment tasks, as prescribed by the Department of Education, might be addressed through workshops, which might also alert teachers to the value of pre-reading and setting learning outcomes before reading lessons.