Poor reading development amongst Grade six learners in Sekhukhune East District, Limpopo Province, South Africa

Abstract

Poor reading development is one of the biggest challenges that learners face in schools. It has become one of the dominant sociological imperatives, as poor reading skills lead to many educational and social problems at rural primary schools in Limpopo Province. The purpose of this study was to explore the causes of poor reading development among Grade six learners in Sekhukhune East District, Limpopo Province, South Africa. This multiple case study addressed this knowledge gap by exploring the lived experiences of six teachers in Sekhukhune East District. Data were generated through semi-structured interviews and observations. This study revealed reading development challenges faced by learners such as grammar and spelling, pronunciation, punctuation and vocabulary. Furthermore, the study revealed factors inhibiting teachers and learners from effective teaching and learning of reading such as lack of resources and motivation, poor instructional leadership, poor foundation, teaching methods, resources and language interference, internal and external policy influence, environmental factors, socio-economic factors and parental involvement. The study recommends that teachers should use teamwork, technology, stakeholders’ assistance and teaching methods and extra lessons to address learners’ reading development challenges. The study further provides eight recommendations relating to curriculum developers and the Department of Basic Education, and implications for future research.