Abstract:

Schools are meant to be the epicentre for literacy formation and development of learners to fulfil their goals, however, most learners with reading difficulties fail to reach minimum literacy standards. This qualitative inquiry embedded in interpretive paradigm investigated teaching strategies used by teachers to support learners with reading difficulties in Grade 4 in East London (Buffalo City district). The study focused on four selected primary schools in East London. Purposive sampling was used with twelve Grade 4 teachers, one Natural Science to establish what strategies they use to support Grade 4 learners with reading difficulties and two English teachers from each school. Interviews and observations guided by interview protocol and observation schedule using thematic analysis were used. The major findings revealed that some schools have inadequate facilities and obsolete infrastructure for example; some teachers experienced ill-disciplined learners due to big numbers. It was clear from the findings that emancipated from the study that teachers need more knowledge on reading strategies. Lack of training for teachers in reading strategies also exacerbates the problem as teachers voiced out that they are unable to support learners with reading difficulties due to limited knowledge of reading strategies.

Keywords:

Reading difficulties, Grade 4, Intervention strategies.