Free voluntary reading approach for mitigating reading loss in rural English FAL Grade 10 classrooms

Abstract

Background: Although the coronavirus disease 2019 (COVID-19) pandemic has significantly subsided, its educational repercussions persist, particularly in rural South African contexts. The abrupt transition to remote learning in 2020 disproportionately affected learners, particularly in under-resourced areas, resulting in significant learning loss – especially in reading among English First Additional Language (FAL) learners.
Objectives: This qualitative study aimed to explore how the free voluntary reading (FVR) approach can be used to mitigate the COVID-19-induced reading loss among Grade 10 English FAL learners in a rural Free State school.
Method: Grounded in Krashen’s Input Hypothesis Theory, the study adopted the Participatory Action Learning and Action Research methodology to engage two English FAL teachers and ten Grade 10 learners through purposive sampling. Data generated through semi-structured interviews, focus group discussions, and classroom observations were analysed using reflexive thematic analysis.
Results: Findings reveal that the FVR approach significantly fostered improved reading confidence, motivation, comprehension, imagination, and vocabulary development.
Conclusion: The study concludes that FVR is a viable pedagogical strategy for addressing reading deficits in rural English FAL classrooms. It recommends integrating a reading period into the school timetable and revitalising school libraries to ensure the successful implementation of reading interventions.
Contribution: Beyond its role in post-pandemic recovery, this study affirms FVR as a research-supported approach for promoting sustained literacy development in English FAL contexts, thereby contributing to evidence-based practices in language education.