Teachers’ perceptions about the implementation of Early Grade Reading Assessment

Abstract

Background: Reading proficiency of learners remains problematic. In South Africa, teaching reading has often proven ineffective. The lack of proficient reading skills has been one of the leading catalysts for implementing reading intervention campaigns, such as the Early Grade Reading Studies (EGRS). The Early Grade Reading Assessment (EGRA) tool was developed to enable teachers to gain insight into learners’ reading abilities and to make informed instructional decisions regarding their reading instruction. Since the implementation of the EGRA tool country-wide, teachers’ perceptions regarding this assessment tool have not received any attention. The possible influence that teachers’ perceptions of the EGRA can have on the effective implementation thereof underpinned the rationale of this study.
Objectives: Foundation Phase teachers’ perceptions of the EGRA were explored to gain an in-depth understanding of teachers’ intentions to use EGRA to inform their reading instruction.
Method: The study uses a quantitative survey research design to explore teachers’ perceptions of EGRA as an influential variable.
Results: The findings indicated that teachers perceive EGRA positively. They find it useful and manageable, feel confident about using it and are eager to incorporate it into their teaching practices.
Conclusion: While EGRA shows promise as a cost-effective and valuable tool for assessing reading skills, the study underscores the importance of adequate teacher training, professional development and continuous support for successful implementation.
Contribution: Valuable insights into teachers’ perceptions regarding EGRA is offered as well as a questionnaire based on the theory of planned behaviour to assess teachers’ intentions to implement EGRA.