Community engagement: Resourced reading clubs in 12 rural primary schools in the Eastern Cape

Abstract

Background: Low literacy levels in South African rural primary schools continue to be challenging, with many schools not having access to adequate resources. The private higher education institution (HEI) responded to a call for authentic, meaningful engagement to become an implementing partner in a rural district for literacy development intervention, which was funded by an education support foundation.
Objectives: The study focused on examining the perceptions and responses of teachers and reading club facilitators to resourced reading clubs as a vehicle for literacy development in 12 rural primary schools in the Eastern Cape.
Method: Employing a qualitative, multi-site case study positioned within a constructivist paradigm explored how through community engagement-resourced reading clubs were used as a vehicle for literacy development in 12 rural primary schools; data were gathered through observation, monthly facilitator feedback reports, open-ended questionnaires, and focus group discussions with teachers, reading club facilitators, and monitors. Thematic analysis was used to develop themes across data sources.
Results: Findings indicated that the dedicated reading club facilitators viewed the training as skills that extended their impact beyond schools. Participants reported increased learner motivation, access to relevant reading materials, and sustained reading practices. Facilitators demonstrated growing confidence, agency, and competence. Schools reported notable improvements in learners’ reading attitudes and participation.
Conclusion: The findings underscore the value of resourced reading clubs, grounded in community engagement, and supported through structured implementation processes to offer a sustainable model for literacy development in rural schools.
Contribution: The study provides evidence that resourced reading clubs can serve as replicable, sustainable literacy intervention in rural South African contexts.