Original Research

Grade 3 learners’ imagined identities as readers revealed through their drawings

Sibhekinkosi Anna Nkomo
Reading & Writing | Vol 9, No 1 | a163 | DOI: https://doi.org/10.4102/rw.v9i1.163 | © 2018 Sibhekinkosi Anna Nkomo | This work is licensed under CC Attribution 4.0
Submitted: 12 April 2017 | Published: 26 February 2018

About the author(s)

Sibhekinkosi Anna Nkomo, Institute for the Study of English in Africa, Faculty of Education, Rhodes University, South Africa


There has been limited attention towards the affective aspect in literacy development; yet, reading attitude, an affective component, is a significant element within literacy instruction. This makes a compelling case for investigating Grade 3 learners’ attitudes towards reading. In this study, a situational analysis was conducted as Phase 1 of the research process before implementing a responsive reading programme at a primary school in Grahamstown, South Africa. In an effort to explore Grade 3 learners’ attitudes, experiences and perspectives about reading, the study adopted the use of drawings, which is a child-centred approach. Learners were required to draw their perspectives or experiences about reading. In analysing the drawings, a range of semiotic theorists were integrated. Findings of the study indicate that by using drawings as a methodological tool, learners were able to provide detailed insights about their daily experiences with reading, attitudes towards reading and their varied individual views about reading. Such information gathered was vital for future consideration when implementing a responsive and extensive reading programme.


reading; attitude; drawings


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Crossref Citations

1. A review of South African primary school literacy interventions from 2005 to 2020
Cathryn Meiklejohn, Lise Westaway, Ashley F.H. Westaway, Kelly A. Long
South African Journal of Childhood Education  vol: 11  issue: 1  year: 2021  
doi: 10.4102/sajce.v11i1.919