Teachers’ voices on the poor reading skills of Setswana-speaking Foundation Phase learners

Abstract

Background: Proficient reading skills are crucial for Foundation Phase learners to develop critical thinking and problem-solving abilities. The 2021 PIRLS assessment highlighted alarmingly low reading proficiency among ten-year-olds. Effective reading instruction, and a positive reading environment are essential for developing confident, skilled readers.

Objectives: This research focused on the reading instruction challenges of selected Setswana-speaking Foundation Phase teachers in the Dr Kenneth Kaunda Education District in the North West Province in South Africa.

Method: Using a qualitative approach, the study employed a multiple case study design, incorporating interviews and document analysis.

Results: The findings revealed significant challenges for Grade 3 teachers in teaching reading to Setswana-speaking students. A key issue was inadequate training in reading instruction methods, which hindered their effectiveness. Teachers also lacked sufficient subject knowledge of Setswana, complicating their ability to support reading development. Additional problems included a severe shortage of essential resources: textbooks, visual aids, and access to libraries were limited, depriving learners of necessary reading materials and opportunities.

Conclusion: The study highlighted the critical role of teacher training and sufficient resources in effective teaching and the impact of their absence on instructional challenges. It underscored the need for education authorities to address the difficulties rural schools and their staff face.

Contribution: Currently, there is no effective system in place for teachers in this district to enhance reading instruction and better support their learners. This research aimed to address this gap by establishing how the extent of these problems may help identify measures to address them.