Difficulties in teaching Grade 3 learners with reading problems in full-service schools in South Africa

Reading is a fundamental skill critical for academic success, especially in the Foundation Phase (Grade 1-3). However, many primary school learners in South Africa, including those in Full-Service Schools (FSSs), struggle with reading fluently and with comprehension. Studies like PIRLS 2016 show that 78% of Grade 4 learners cannot read for meaning. This inability can lead to academic struggles, stigmatization, and higher dropout rates. This research aims to understand the difficulties Grade 3 teachers face in FSSs to better support learners and improve reading proficiency.

South Africa's inclusive education policy (since 2001) aims to provide quality education to all learners, recognizing diverse learning needs. This policy identifies three types of schools: mainstream schools for low-level support, special schools (also resource centres) for intensive support, and full-service schools (FSSs). FSSs were introduced to support learners with mild-to-moderate barriers to learning, such as reading problems, which are not necessarily due to intellectual impairment. These schools are expected to provide additional support with the help of Learner Support Teachers (LSTs) who have specialized skills in remedial education and inclusive education. Collaboration between school-based and district-based support teams is emphasized in FSSs.

A qualitative research approach was used to understand teachers' perspectives on the difficulties. Participants included 18 female Grade 3 class teachers and Learner Support Teachers from three FSSs in Gauteng. Data were collected through semi-structured interviews and classroom observations over three weeks. Bronfenbrenner's ecological systems theory served as the framework to analyse how various environmental systems (micro, meso, macro) influence children's development and learning, including reading. The data analysis involved inductive thematic analysis, triangulating interview and observation data. Ethical clearance and informed consent were obtained.

A significant challenge identified by teachers is the mismatch between the learners' home language and the school's LoLT, often English. This makes it difficult for learners to understand what they are reading, preventing them from mastering reading skills. Furthermore, some teachers highlighted difficulties with specific language sound systems (e.g., isiZulu clicks). Many learners also lacked basic phonemic awareness, confusing letter sounds with alphabet names, which further hindered their reading development, indicating a foundational teaching issue in earlier grades.

Teachers reported that many Grade 3 learners with reading problems lacked fundamental reading competencies that should have been acquired in Grades 1 and 2. This included inability to read at all, difficulty differentiating between sounds, reversal of letters (e.g., 'b' and 'd'), and inability to pronounce letters or combine them to form words. This pointed to a gap in foundational reading instruction for these learners.

While teachers were willing to support learners, some learners exhibited negative attitudes towards reading and appeared unmotivated or unwilling to be helped. Some expressed feelings of inadequacy, while others showed disinterest during lessons. Teachers speculated various reasons for this, including potential disabilities or a lack of motivation, but it highlighted a barrier to effective intervention.

A significant issue at the micro-level (Bronfenbrenner's theory) is the lack of parental involvement and support. Many parents do not encourage reading at home, read to their children, or provide access to reading materials. Teachers also noted difficulties in communicating with parents and obtaining background information on learners, which further hampered support efforts. This absence of a strong home-school partnership negatively impacts learners' reading development and motivation.

Teachers in FSSs, despite some workshop attendance, expressed a plea for more formal training in teaching reading to learners with diverse needs. They felt insufficiently equipped to plan and adapt their teaching strategies to address various reading barriers effectively, often resorting to a 'one-size-fits-all' approach. This highlights a need for better and continuous professional development from provincial education departments (meso level).

At the macro level, teachers faced challenges due to a lack of adequate reading resources (e.g., graded reading books) and overcrowded classrooms. Many teachers relied on photocopied texts, and not all learners had access to their own readers. Overcrowding, with some classes exceeding 50 learners, prevented individualized attention crucial for supporting learners with reading difficulties. This points to systemic issues requiring attention from national and provincial education departments.

The DBE's progression policy, which allows learners to progress to the next grade even if they have not mastered reading skills (to avoid repeating twice in a phase), was a major concern for teachers (macro level). Teachers reported that learners arrived in Grade 3 without the required reading competency, making it challenging to teach advanced reading skills when foundational skills were missing. This policy creates a 'snowball effect' of literacy problems.

The study concludes that the challenges in teaching Grade 3 learners with reading problems in FSSs are complex and systemic, stemming from multiple levels of Bronfenbrenner's ecological systems theory. These range from micro-level issues like language barriers, learners' attitudes, and lack of parental support, to meso-level problems such as insufficient teacher training, and macro-level factors like resource shortages, overcrowding, and the DBE's progression policy. Addressing these issues requires a collaborative effort from all stakeholders within the education system to ensure that learners with reading difficulties receive adequate support and are not stigmatized.