Reading comprehension in Sepedi foundation phase by Khelovedu learners

Abstract

Background: This study was prompted by the 2021 Progress in International Reading Literacy Study (PIRLS) results, which highlighted a serious reading crisis in South Africa, with Sepedi identified as the lowest-performing language in reading comprehension. Reading comprehension is vital because it provides the foundation for all subsequent learning, enabling learners to understand and engage meaningfully with content across all subjects.
Objectives: This study examined learners’ reading comprehension in Sepedi during the Foundation Phase.
Method: The study employed a qualitative case study design. Data were collected through classroom observations and semi-structured interviews with Grade 3 teachers from three selected primary schools in the Mopani District.
Results: Learners’ comprehension of Sepedi texts in the Foundation Phase was generally poor. Learners experienced significant linguistic and phonological challenges, had limited vocabulary, and struggled to recall information and make inferences, indicating that many were unable to read for meaning.
Conclusion: The study found that linguistic factors, especially dialectal variation and limited vocabulary knowledge, play a significant role in learners’ reading comprehension challenges in Sepedi during the Foundation Phase.
Contribution: This study emphasises the need for the Department of Basic Education to implement context-sensitive reading interventions, including teacher training and the provision of instructional materials, to improve reading comprehension in Sepedi by addressing dialectal variation, vocabulary development, and phonological decoding.