The teaching of reading fluency skills in grade three Xitsonga home language

Abstract

In this dissertation, I explored the teaching of reading fluency skills in Grade 3 Xitsonga Home Language (HL). A qualitative research methodology was employed using a phenomenological study design and interpretivism paradigm. Purposive sampling was employed to choose participants. Five (5) Foundation Phase (FP) Departmental Heads (DHs) and five (5) Grade 3 Xitsonga teachers from 5 sampled schools in Hlanganani Central Circuit, Vhembe West, Limpopo Province, making up a total of ten (10) were participants in the study. Data were collected using interviews, observation and document analysis. The findings from the study revealed that participants used different strategies and methodologies such as modelling reading and repeated reading to teach fluency reading. The participants also used basic teaching reading methods such as phonemic awareness, phonics, syllabication, enlarged reading texts and shared reading with big books to teach reading skills. The NECT document offered lessons on teaching reading, which participants saw as useful and used to scaffold learners reading skills. CAPS too as a curriculum document was seen as important, however participants did not follow it to the latter especially in determining time allocation for reading. Participants used own discretion based on their learners situation of reading capability to allocate time for teaching reading. Reading fluency challenges can be both instrinsic and extrinsic. The study revealed that if reading methodologies are not taught appropriately, they may lead to fluency reading challenges. If the learner is not motivated to learn, he/she may experience reading challenges which may manifest into reading fluency challenges. Assessing fluent reading must be an integral part of teaching reading fluency. Lack of teaching of reading fluency may affect comprehension. In the Foundation phase the focus is on teaching reading- but this skill must be used to read for learning. Reading comprehension is key to learning other subjects. Without reading fluency and comprehension, the academic journey of a learner may be negatively impacted. Print-rich environment with readers for learners to use during leisure reading time will instill a sense of appreciation for reading, key to the acquisition of reading fluency.