Reading materials for teaching Intermediate Phase isiZulu inclusive reading comprehension: A qualitative analysis

Abstract

Background: Recent studies in South Africa posit that there is a lack of reading materials in African languages, and the limited materials available contain outdated content that does not pique learners’ interests.

Objectives: This study aims to analyse the availability of reading materials for teaching inclusive reading comprehension in isiZulu to Intermediate Phase (IP) learners, with a focus on supporting at-risk readers and enhancing their reading skills.

Method: The study was conducted in uMkhanyakude district, KwaZulu-Natal province, and involved non-participant classroom observations and semi-structured interviews with 10 purposefully selected isiZulu teachers from 10 different schools. Guided by the interpretivist paradigm and word learning theory, the qualitative data were analysed using thematic analysis. The units of analysis in this study are the reading materials available for teaching IP isiZulu inclusive reading comprehension.

Results: Findings reveal a significant lack of appropriate isiZulu reading materials in public primary schools, which fail to engage learners or enhance their cognitive reading abilities. The limited materials available are outdated and do not resonate with learners’ interests.

Conclusion: The study emphasises the need for curriculum developers to create relevant and stimulating reading materials tailored to the interests and cognitive needs of both at-risk readers and proficient readers.

Contribution: The research contributes to raising awareness of the critical shortage of African language reading materials and advocates for designing inclusive and effective resources to improve learners’ reading comprehension skills.