An investigation of the challenges affecting reading in the foundation phase in rural areas of Bolobedu, Limpopo province

• Main Author: Mafokwane, Moore Fridah
• Other Authors: Sethusha, Mantsose Jane
• Format: Others
• Language: en
• Published: 2018
• Subjects: Foundation phase; Teachers; Learners; Socio economic status; Parent involvement; Poverty; Teacher competency; Resources; Language issues; Barriers to reading; 372.65210968259; Reading (Primary) > South Africa > Mopani District Municipality; English language > Study and teaching (Primary) > South Africa > Mopani District Municipality; School children > South Africa > Mopani District Municipality > Economic conditions; School children > South Africa > Mopani District Municipality > Social conditions; Primary school teachers > South Africa > Mopani District Municipality; Home and school > South Africa > Mopani District Municipality; Rural schools > South Africa > Mopani District Municipality; Second language acquisition; Classroom management > South Africa > Mopani District Municipality
• Online Access: Mafokwane, Moore Fridah (2017) An investigation of the challenges affecting reading in the foundation phase in rural areas of Bolobedu, Limpopo province, University of South Africa, Pretoria, <http://hdl.handle.net/10500/24499>; http://hdl.handle.net/10500/24499

This study aims to investigate the challenges affecting reading in the foundation phase and to explore the different approaches that teachers use to address them. The research is qualitative in nature and used a case study approach. Data was collected through semi-structured interviews, observations, and document analyses. Participants were teachers from two different schools in the rural areas of Bolobedu, Limpopo Province of South Africa. The data collected revealed the challenges encountered by teachers in teaching reading in the foundation phase of schooling. I also analysed documents that teachers used in teaching reading. The documents were used to triangulate the data obtained through observations and interviews. Content analysis was used to interpret and make meaning of the data. The findings revealed challenges of a socio-economic nature, parental involvement, family roles, poverty, teacher competency, availability of resources and language barriers leading to barriers to reading. In addressing these challenges, teachers rely on workshops, phase and grade meetings and their personal experiences. === Curriculum and Instructional Studies === M. Ed. (Curriculum Studies)