Challenges faced by intermediate phase learners in reading English language in Mondlo Ward Vryheid District

This study investigated the challenges faced by Intermediate Phase learners in reading in English in Mondlo Ward Vryheid District. It further explored factors that affect learners’ reading. The sample consisted of 36 learners who are poor readers. These learners were selected from educators’ reading assessment record sheet. It also consisted of nine English language educators with a minimum of five years post-qualifying experience, principals of selected schools because they are curriculum managers at school level and one English language subject advisor. The study focused on three primary schools in Mondlo ward Vryheid District, which were selected through a purposive sampling technique. Qualitative research was chosen as the research method, with phenomenology as the research design. Data collection instruments consisted of structured observation schedule, unstructured in-depth interviews and focus group discussions. Interviews were conducted in participants’ schools. The focus group discussions were conducted with learners and educators soon after the unstructured interviews at the participants’ schools. The subject advisor was interviewed in her respective office. Data analysis consisted of a thematic approach. Common themes were identified in participants’ responses. The findings highlighted factors which cause learners’ reading problems. The factors include various physical factors, little attention to reading skills, lack of print-rich environment, insufficient reading time, poor teachers’ and learners’ communicative competence in English as the Language of Learning and Teaching. Educators were of the view that repeated curriculum changes within a short period of time without proper training of educators has an effect on learners’ reading performance. The study revealed that reading is adversely affected by the poor learning conditions in which learners find themselves in because there was a strong relationship between socio-economic factors and reading ability. On that account, the implication is that reading will not improve in Intermediate Phase learners if learning conditions do not improve. The study recommends that the Department of Education pay more attention to pre-service and in-service training of educators so that educators are more knowledgeable in all reading components.Inclusive EducationD. Ed. (Inclusive Education