Literacy support in practice: Grade 3 teachers’ experiences with government reading interventions

Abstract

Background: South Africa faces a critical challenge with reading literacy, particularly in the Foundation Phase of schooling, prompting government intervention. To address this, the government has introduced various skills development programmes and focused teaching materials aimed at improving reading literacy outcomes.

Objectives: This study explored the experiences of Grade 3 teachers in Gauteng with the reading support programmes and materials provided by the Department of Basic Education (DBE).

Method: A generic qualitative research design was employed. Data were collected through semi-structured interviews with 15 Grade 3 teachers, complemented by focus group interviews involving the same participants. The data were analysed using the constant comparative method.

Results: The data analysis revealed that teachers have diverse levels of familiarity with, and use of the reading support programmes and materials provided by the DBE. This highlighted the need for more tailored and targeted support. Additionally, teachers’ use of these resources varied significantly, with differing impacts on learners’ reading literacy skills as perceived by the teachers.

Conclusion: The study concludes that teachers’ differing perspectives and experiences with the DBE reading support programmes and materials influence both how these resources are used and their perceived effectiveness in improving literacy outcomes.

Contribution: This study adds to the body of knowledge on teachers’ experiences with DBE reading support programmes and materials. It underscores the importance of incorporating teachers’ insights into the design of effective interventions, as they provide valuable perspectives on classroom realities and the practical impact of these initiatives.