Support for grade 9 learners with reading difficulties in secondary schools of Leribe District in Lesotho

Abstract

Supporting Grade 9 learners who have reading difficulties in secondary school is important for the inclusion and academic success of these learners. This support requires teachers to employ a variety of learner-centred teaching and support strategies to create a school and classroom environment that welcomes and allows for the cognitive or emotional, social and academic stability of a variety of learners. Support for learners in the lower grades of primary school and higher grades of higher education has been investigated before, but little is known about support for Grade 9 learners with reading difficulties in secondary school. As a result, this study aimed to narrow this knowledge gap by exploring support for Grade 9 learners with reading difficulties in secondary schools of Leribe District in Lesotho. Qualitative research data were collected from four secondary schools through semi-structured face-to-face interviews with 12 participants, made up of 4 classroom teachers, 4 Heads of Departments (HoDs) and 4 principals, scheduled classroom observations of Grade 9 classes, field notes and document analysis. Thematic approach was used to analyse the collected data. The findings of the study point to a variety of academic and social-emotional support strategies that teachers can use to support Grade 9 learners with reading difficulties. In addition, the use of innovative strategies such as technology-adaptive devices and reading interventions such as spelling bee to enhance vocabulary, spelling and retention of learned concepts were found to be critical to improve reading skills for Grade 9 learners in secondary schools of Leribe District in Lesotho. The study presents recommendations for further research, the ministry of education, policy makers and initial teacher education.