Abstract:
Reading Comprehension (RC) is a challenge faced by many first entering English
language students at Historically Black Universities (HBUs) in South Africa (SA),
especially those who went to public schools. RC appears not to be given adequate
attention at basic school level, and as such, the learners carry this problem with them
from primary school to secondary school, and eventually to university level. However,
at tertiary level, RC is vitally significant for academic success, which is why Reading
Comprehension Competencies (RCCs) of students who come from a unique schooling
background warrant an exploration. The aim of this study was to explore RC
competencies of first entering English language students at HBUs. Thus, the study
design was exploratory, and a combination of quantitative and qualitative approach
was followed. The study also adopted metacognitive and schema theories. The
research sample was made up of first entering English language students who first
filled in a questionnaire during their first term at university and then sat for a criterion referenced RC test as well as English language lecturers who were interviewed about
RCCs. The participants collectively came from five HBUs in different provinces of SA.
The data collected were analysed quantitatively as well as qualitatively. The students
underperformed in the test and their responses from the questionnaire revealed that
they struggled with RC. Additionally, lecturers’ responses indicated that the students
struggled with the RC of academic texts. Several factors such as inadequate reading
resources, language policy issues faced by public schools and RC teacher
competency tend to compound the situation. Thus, the results corroborate the RC
plight of the HBU English language students at the threshold of university study in SA
