Support for learners with reading difficulties in foundation phase in Magakala circuit

Abstract

The study aimed to explore how teachers support learners with reading difficulties in the Foundation Phase. This qualitative study was conducted in five primary schools. In each school, three foundation phase teachers were interviewed telephonically. A case study research design was employed. Data were collected through semi-structured interviews and document analysis. Generated data was analysed using thematic approach. Four (4) findings emerged in this study. The findings of this study revealed that Foundation Phase teachers have a broader and limited understanding of support for learners with reading difficulties; teachers used rigid teaching approaches as opposed to flexible teaching approaches to structure reading support for learners with reading difficulties in the Foundation Phase; Foundation Phase teachers lacked information and communications technology (ICT) skills needed to support learners with reading difficulties using ICT and; different stakeholders are not involved in supporting learners with reading difficulties in the Foundation Phase. The study recommends that Foundation Phase teachers should attend workshops and register with institutions of higher learning to have a common understanding of support for learners with reading difficulties in the Foundation Phase; teachers should consider the diversity of the learners they teach when choosing teaching strategies and use flexible teaching approaches to support reading; intensive workshops for ICT skills should be provided to Foundation Phase teachers; and different stakeholders should be involved to support learners with reading difficulties. The study concludes by presenting the need to align the current teacher training offerings with the current ICT needs of the learners in the Foundation Phase.