Since learners are expected to comprehend complex and intricate materials throughout their education, access to complex texts is crucial. According to Magnusson, Roe and Blikstad-Balas (2018), reading comprehension entails interpreting texts, drawing inferences, and arriving at conclusions. This is in accordance with the view of Bobkina and Stefanova (2016), who describe it as the ability to analyse a text critically. Similarly, understanding involves active thinking that comprises questioning, understanding, evaluation, and decision based on the text, as emphasised by Vaseghi, Gholami and Barjestech (2012). Essentially, effective reading comprehension comes from the interactional process between the reader and the text.

Furthermore, Horowitz’s (2014) investigation reveals that reading comprehension is a multifaceted thinking procedure that requires the reader to exhibit intentionality and thoughtfulness during the act of reading. According to Horowitz (2014), this involves the continuous monitoring of words and their associated meanings as the reading experience unfolds.

Reading comprehension is essential to teaching and learning in all areas because learners must read proficiently and critically to understand any subject (Assaly & Smadi 2015). Additionally, Assaly and Smadi (2015) indicated that the role of teachers in teaching, learning, and assessing comprehension is of the utmost importance in the development of comprehension skills in learners. As per their findings (Assaly & Smadi 2015), reading comprehension is a vital cognitive skill that demands a great deal of focus, memory retention, and comprehension processes. It is not just about having a strong vocabulary or good grammar but also developing the ability to effectively identify and understand the type of text being read.

As stated by Pardo (2004, cited in Coetzee, Van Rensburg & Schmulian 2016), reading comprehension is defined as:

Aligned with Pardo and in the scope of this study, reading comprehension entails engaging with the text, making meaning from it, interpreting and analysing it, and subsequently reflecting on it (Coetzee et al. 2016).

In a similar vein, Middleton (2011) explains reading comprehension as the process of creating meaning through the coordination of multiple intricate processes, such as word reading, fluency, word knowledge, and language. In other words, reading comprehension entails comprehending and interpreting information within the text. Reading comprehension is more than just knowing and retaining the meaning of every word in the book; it is also about how learners create and construct the text’s meaning (Sari 2017).

Chaka (2015, in Matakane 2018) emphasises that learners’ reading comprehension is a major problem, which has led to the implementation of reading interventions in the United States of America (USA) and the United Kingdom at various times.

However, Matakane (2018) mentioned that in certain American schools, learners who use English as their first additional language face difficulties in comprehending texts because of the unfamiliarity of the language. Consequently, teachers are required to address the gaps in their strategies for deriving meaning from texts (Matakane 2018). According to the reports published by the National Center for Education Statistics (2014), a significant number of elementary school learners in the USA and the Netherlands read below the minimum level necessary for reading comprehension. In 2013, the United Nations (UN) conducted a study which revealed that almost 757 million young people and learners aged 15 and above worldwide lacked the ability to read or write (Oyowe 2022). A significant fraction of the global illiterate population consisted of women (UNESCO 2013).

According to the Sustainable Development Goals (SDGs) reports of 2016 and 2018 (United Nations 2016, 2018), individuals from families where no-one is literate are more than four times as likely to drop out of school early than those who come from households where at least one person has completed secondary or higher education (Adipat & Chotikapanich 2023). The evidence from the reports suggests that socioeconomic circumstances and the educational levels of parents exert an influence on the education of learners. According to Sachs (2012), the Millennium Development Goals were created to tackle global challenges by focusing on poverty reduction and improving healthcare, education, and other essential human needs in underdeveloped nations. These goals were set to be achieved within a 15-year timeframe, from 2000 to 2015. In 2012, a high-level global sustainability group proposed that governments should implement the SDGs based on its suggestions (Sachs 2012). The SDGs were implemented in 2016 (Hák, Janoušková & Moldan 2016:565). In essence, they aim to bring advantages to all member nations of the UN, regardless of their economic status. Every nation, regardless of its wealth, has an obligation to contribute towards the well-being of future generations (Sachs 2012:2206).

According to Matakane (2018), Malaysian schools often lack a comprehensive approach to teaching reading comprehension skills. Moreover, there is a dearth of instructional material to help EFAL teachers develop these skills in their learners. It is worth noting that the emphasis on grammar in English language teaching has led to a lack of awareness among high school learners about effective strategies for comprehending English reading materials (Eng, Mohamed & Ismail 2016; Matakane 2018:3; Semtin & Manian 2015). The benchmark report on reading comprehension scores in rural Malaysian schools reveals that learners fall below the standard, with 20% of learners classified as ‘academic warning’ (Eng et al. 2016).

In most South African schools, there is a strong emphasis on teaching comprehension skills based on the assumption that learners already have the necessary ability to understand what they read. Unfortunately, little attention is given to direct instruction on reading comprehension itself.

Klapwijk (2012) argues that South African schools rarely explicitly teach reading strategies, and many teachers lack the knowledge to effectively instruct learners in comprehension. The Curriculum and Assessment Policy Statement (CAPS) (Department of Education [DoE] 2011) does not clearly outline the reading strategies that teachers should use to enhance learners’ reading comprehension in Grade 8. As a result, teachers have a limited understanding of these strategies and view comprehension instruction as a challenge. Consequently, minimal time is allocated to teaching reading comprehension, and there is no standardised approach to this essential skill. These issues prompted the researchers to undertake this study, which aims to identify strategies that can help teachers effectively teach reading comprehension for the benefit of their learners.

Olifant et al. (2020) note that despite comprehensive studies on reading comprehension and the development of theoretical and practical approaches by researchers such as Cekiso (2012, 2017), Pretorius and Klapwijk (2016), and Zimmerman and Smit (2014), learners in South Africa continue to struggle with self-directed learning through reading. The PIRLS provides evidence of this issue, showing that learners exhibit inadequate reading comprehension skills and limited critical reading proficiency, as indicated by benchmark success profiles (PIRLS 2006, 2011, 2016). The PIRLS scores demonstrate that South African learners read at a level that is two grades below their global peers. Furthermore, the poor performance of South African Grade 6 learners in the Southern and Eastern Africa Consortium for Monitoring Education Quality (SACMEQ) reinforces this education crisis. According to SACMEQ (2007), South Africa ranked 10th in reading literacy among 15 participating nations, performing worse than economically disadvantaged countries such as Kenya, Tanzania, and Swaziland.

Extensive research by Willenberg (2018), Rule and Land (2017), and Spaull (2016, as cited in Olifant et al. 2020) provides considerable evidence that South Africa is experiencing a reading crisis, primarily because of the low levels of reading competence among its learners. Experts have conducted numerous studies to uncover the key components involved, with the role of instructors being found to be particularly significant. Thus, this study aims to tackle the persistent reading difficulties faced by South African learners and identify the specific challenges related to teachers’ instruction of reading strategies.

The decline in reading proficiency among South African learners, as highlighted by the PIRLS results, can be attributed to several factors: ineffective teaching methods at the primary school level (Rule & Land 2017; Van der Merwe & Nel 2012), a lack of emphasis on reading as a cultural activity (McEwan 2013), insufficient availability of reading materials (Spaull 2016), socioeconomic influences (Pretorius & Lephalala 2011; Taylor & Yu 2009), and linguistic challenges (Heugh 2009; Jordaan 2011). Furthermore, focusing on the role of teachers, Nel (2011) and Van der Merwe and Nel (2012) attribute teachers’ inadequate understanding of reading instruction to insufficient training and support during their university teaching practicums. Pretorius and Klapwijk (2016) assert that teachers lack immersion in extensive reading practices, resulting in limited comprehension of reading concepts, development, and techniques.

Recent studies have focused on the influence of teachers in improving their learners’ reading abilities. Pretorius and Klapwijk (2016) highlight compelling evidence that many teachers are not effectively developing learners’ fundamental reading skills, which are crucial for comprehension.

This discussion emphasises the weak reading abilities of primary school learners in South Africa, suggesting that their teachers have not adequately nurtured these essential skills. As a result, learners struggle to read for understanding, leading to poor academic performance. It appears that South African schools may not adequately prioritise the understanding and interpretation of texts or engage learners in critical reading. Several researchers, including Dreyer and Nel (2003), Klapwijk (2011), Zimmerman and Smit (2014), and Zimmerman (2014), have pointed out this oversight.

Despite the extensive research on learners’ reading comprehension, there is a gap in knowledge regarding the specific methods used to teach reading comprehension strategies in South African classrooms. To address this deficiency, the present study aims to provide valuable insights into the pedagogy of reading comprehension in high school settings. Specifically, the study investigates and analyses the reading comprehension challenges faced by Grade 8 EFAL learners. Often, reading challenges are mistakenly attributed solely to language proficiency, with the assumption that improving language skills will automatically resolve reading issues (Pretorius & Klapwijk 2016).

According to Mohammed and Amponsah (2018), working memory is a significant factor contributing to the reading difficulties experienced by learners. Scholars such as Sanford (2015) emphasise that working memory is essential for temporarily holding information in short-term memory while learners engage in cognitive tasks.

Therefore, it is crucial to identify and address working memory deficits in learners who face reading challenges. As noted in the research conducted by Mohammed and Amponsah (2018), Alloway et al. (2009), and Swanson, Kehler and Jerman (2009), learners with these challenges often exhibit low working memory capacities. These findings underscore the importance of taking proactive measures to support learners with memory deficits, as this can greatly enhance their ability to process and retain information effectively.

Improving working memory can significantly impact learners’ reading abilities. By identifying and addressing this issue, teachers can assist learners in overcoming their challenges and achieving academic success.

Sanford (2015) and Davenport (2002) highlighted that a lack of awareness of the individual sounds in spoken words and difficulties in decoding letter–sound relationships can impede a learner’s reading proficiency and fluency. This is because reading is a technical process that requires the reader to identify each letter and word accurately. Swanson et al. (2009) have also argued that weak phonological memory and processing can lead to poor reading abilities in learners.

Blending individual sounds while reading words and retaining phonological information is important for learning to read, as emphasised by Swanson et al. (2009). Additionally, Torgeson (1998) suggested that learners who struggle with reading at a lower grade level, may have trouble to recognise and read words accurately.

Gilakjani and Sabouri (2016) emphasise that decoding, or word recognition, is essential for reading comprehension. They found that readers who struggle with decoding have more difficulty understanding texts than those without such issues. Engaging in class debates and conversations in English helps learners memorise words, which aids in recognising and understanding them during reading.

Moreover, some learners may face reading challenges because of difficulties with word decoding or oral language comprehension, often linked to a lack of prior knowledge or exposure to new vocabulary. Decoding involves breaking words into syllables and pronouncing them accurately. Therefore, developing decoding skills is crucial for improving reading fluency and comprehension.

Utilising prior knowledge effectively is crucial for enhancing reading comprehension. Readers actively connect new texts to their existing knowledge, which encompasses general facts and personal experiences relevant to the subject matter (McNamara 2007). Additionally, possessing strong vocabulary proficiency is essential, as a limited vocabulary can create significant barriers to understanding. Ricketts, Nation and Bishop (2007) highlight that a restricted vocabulary may impede learners’ comprehension, especially when texts include unfamiliar words. Chou (2011) found that the breadth of one’s language knowledge directly influences reading comprehension. Therefore, individuals with a more extensive vocabulary are better equipped to understand written material than those with a more limited vocabulary.

According to Vundla (2020), comprehending written text for meaning and real-world engagement is a fundamental process known as reading for meaning or sense-making. In the realm of education, teachers encounter challenges that impede effective reading comprehension among EFAL learners. In response, teachers seek strategies to improve learners’ understanding of texts. Linake and Mokhele (2019) highlight that EFAL learners often struggle with language nuances and text complexities, hindering their ability to interpret and apply information. These difficulties result in insufficient reading skills, affecting academic success and increasing dropout rates. To combat these issues, Rapetsoa and Singh (2017) recommend training EFAL teachers to effectively implement the new curriculum.

A sample of 16 Grade 8 EFAL learners (eight girls and eight boys) from a secondary school in the rural Capricorn North District of Limpopo participated in this study. These learners were purposefully selected to address the research questions directly. With the permission of the chosen participants, audio recordings were made during focus group interview sessions, enabling the learners to share their experiences regarding the challenges they faced with reading comprehension in English classrooms. The interviews focused on the specific difficulties encountered during EFAL reading activities. All the learners were from one Grade 8 class. They were interviewed in four groups.

The study used semi-structured focus group interviews with learners as its source of data. Gill et al. (2008) describe semi-structured interviews as consisting of several key questions that not only help define the areas to be explored but also allow the interviewer or interviewee to veer off to pursue particular ideas or responses in greater detail. This data collection method was considered appropriate for the research question, which aimed to understand the challenges faced by 16 Grade 8 learners during reading comprehension lessons.

Data were gathered using an interview schedule and an audio recording device, and the sessions were then transcribed. The researchers examined the data to gain a general understanding and reflect on its overall meaning. Following this, the data were categorised by grouping sections of text into themes and labelling those themes. Codes were generated and subsequently interconnected. Finally, the themes were presented in the form of a narrative passage. The researchers interpreted the results from the learners’ focus group interviews in terms of whether they supported or contradicted one another, thereby creating an opportunity for thematic data analysis.

Ethical clearance to conduct research for this study was obtained from the Faculty Committee for Research Ethics in Humanities (FCRE-HUM) at Tshwane University of Technology on 26 April 2024 with the reference number FCRE/APL/STD/2023/09.

From the responses gathered during the focus group interviews, it was clear that learners faced a variety of challenges related to reading, including a lack of self-confidence, difficulties with public speaking, problems with audibility, pronunciation issues, and a limited vocabulary. Learners specifically cited the fear of reading aloud in class as a significant challenge. They noted that when they mispronounced words, other learners tended to laugh, which created a negative classroom environment. The following verbatim quotes support the above narrative:

The learners’ responses reveal that they faced challenges with pronunciation and had a limited vocabulary. They believed that pronunciation was one of their main difficulties. These seem like challenges that are usually experienced by beginner learners. It is clear that these learners lack basic reading comprehension skills. Their teachers should deal with the basic reading comprehension skills the learners did not master in lower grades before moving on to more advanced lessons.

The second research question sought to investigate the Grade 8 learners’ past experiences with reading comprehension. The learners indicated that the reason they find reading comprehension challenging is the lack of proper explanation. Furthermore, learners indicated that reading comprehension is never taught in class. Their challenges in responding to comprehension questions ultimately affect their marks. These findings show a need for qualified teachers who can teach comprehension so that learners can become proficient readers. The following interview extracts support the above:

The learners indicated that they were not provided with lessons on reading comprehension strategies in the previous grade. The focus was on the individual words, and the target was pronunciation and spelling.

The third research question sought to investigate the source of Grade 8 learners’ reading comprehension challenges.

This theme addresses the sources of the specific reading comprehension challenges learners encountered, which may arise from linguistic barriers, insufficient background knowledge, or unfamiliarity with certain text types.

The learners expressed concern about their teachers not allowing them to read a variety of reading materials. They highlighted that repeatedly reading the same stories in class is detrimental, as it leads to memorisation rather than comprehension. Consequently, when these learners encountered comprehension passages on tests, they struggled to perform well. The learners noted that their school lacks a library, which limits their exposure to diverse reading materials, particularly ones aligned with their interests. Learners also shared important insights about the low literacy levels of their parents, which affected their reading comprehension.

The following interview extracts support the information above:

The authors are of the view that the absence of libraries in schools diminishes learners’ interest in reading. Libraries provide access to a diverse range of reading materials, allowing learners to practise reading at their own pace. Exposure to various types of texts enriches their learning experience.

The socio-cultural environment includes various stakeholders – learners, teachers, the DoE, and parents – all of whom are essential to supporting learners’ academic success. Based on the study’s findings, the following recommendations should be considered: