Abstract:

Background:
This small-scale study examined how English reading is taught in Grade 4 classrooms in rural areas in South Africa. Reading with comprehension is a critical aspect of learning in the intermediate phase. Subsequently, in most countries, globally and nationally, learners from Grade R-3 use mother tongue instruction and switch to English as a medium of instruction in Grade 4.

Objectives:
There are few studies on how English reading is taught in rural areas in primary schools. Most researchers focus on English as a language of learning and teaching. The focal point was on how teachers implement reading strategies to Grade 4 learners and the relevance of their training on reading in the classroom scenario.

Method:
A qualitative research approach was used that was embedded in an interpretive case study research design which corresponded with the interactive reading theory of first additional language acquisition. Semi-structured interviews and observations were used with eight teachers from four schools in East London. Thematic analysis was employed to analyse the data.

Results:
The major challenges identified at the school-system level included limited training and lack of support for teachers, poor foundation skills in learners, inadequate infrastructure and obsolete facilities that contributed to reading difficulties. The findings revealed that absence of knowledge of strategies to promote reading was the major contributing factor for reading without comprehension.

Conclusion:
To promote reading proficiency, there is a need to develop programmes related to reading. The article contains recommendations to curtail this problem.

Keywords:

Intermediate phase, English first additional language, teachers, reading proficiency, East London.