Exploring the strategies used by educators to teach learners presenting with reading difficulties.

Abstract

Growing concern is expressed in the literature regarding the rise in learners with reading difficulties (Bantwini & Diko, 2011; Manyike & Lemmer, 2010; & Wamala & Seruwagi, 2013). Many South African youth are failed by the present education system as they are functionally illiterate and innumerate and cannot read at grade-level proficiency (Spaull, 2013). The focus of the present study was to identify the concepts used to describe reading difficulties, and to explore the strategies educators employ to help learners who struggle with reading. Peerreviewed papers, journals, Department of Basic Education records, and videos from the internet providing information on reading difficulties were used to gather the data. This study adopted a qualitative methodology since the researcher investigated, interpreted, and categorised the data from secondary data sources, making it appropriate for the study. The study is located in the interpretive paradigm, as the researcher sought understanding, insights, and experiences that may be presented by the sources to reveal reality as suggested by the sources (Thanh & Thanh, 2015). The use of thematic analysis allowed for identifying and reporting any themes or patterns present in the data.