Abstract
Grade-Level Readers in the form of Reading Anthologies are provided in South African Foundation Phase classrooms (Grades 1-3) for home language learners in order to promote their reading interest and make teaching reading easier. However, evidence shows that teachers lack an understanding of teaching reading in line with methodologies prescribed in the curriculum. This study aimed to examine the effectiveness of Grade-Level Reading Anthologies in impacting reading instruction and promoting reading in the Foundation Phase classroom. A qualitative case study underpinned by Tomlinson’s theory of differentiation was used to collect data in six quintile 1 and 2 (five categories of schools from the poorest to the least poor) primary schools. Grade 3 reading lessons (with grade-level readers used as the main resource during Group Guided Reading activities) were observed. Data from the lesson observations were analysed manually by using thematic analysis. Classroom observations revealed the teachers’ lack of knowledge in teaching reading and their inability to cater for differences and diversity in the Foundation Phase classroom. In view of these findings, it is recommended that teachers should be provided support through coaching from relevant stakeholders such as Non-Profit Organisations, education district officials and academic experts in teaching reading so that they can be able to teach reading cognisant of the differences existing in their classrooms.
Author Information
Martha Khosa, University of Free State, Bloemfontein, South Africa
Paper Information
Conference: ECE2023
Stream: Language Development & Literacy
This paper is part of the ECE2023 Conference Proceedings (View)
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To cite this article:
Khosa M. (2023) The Use of Grade-Level Readers in the Foundation Phase ISSN: 2188-1162 The European Conference on Education 2023: Official Conference Proceedings https://doi.org/10.22492/issn.2188-1162.2023.101
To link to this article: https://doi.org/10.22492/issn.2188-1162.2023.101
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