Exploring the redress of reading difficulties in South African schools.

Abstract

The Progress in International Reading Literacy Study (2016) results indicated that South Africa displayed a poor scholastic performance in terms of learners’ reading ability. These results may be viewed as a demonstration that the Department of Basic Education (DBE) faces limitations in its efforts to redress the factors that contribute to poor scholastic performance. Consequently, the DBE has a responsibility to strive towards eradicating the reading difficulties experienced by learners in public schools. This qualitative study utilised secondary data sources to identify factors that exacerbate reading difficulties in public schools in South Africa and to explore the strategies adopted by the DBE to redress reading difficulties. Through thematic analysis, the findings show that although the DBE has developed and implemented strategies and policies to promote reading, there are constraints to the implementation of these policies. The limitations are exacerbated by a lack of parental support, confusion about the curriculum changes, and failure by educators to teach reading skills, particularly in overcrowded classrooms where there are few opportunities for individual attention.