Abstract:

Formative assessment supports reading development in the Intermediate Phase (Grades 4–6), particularly within the framework of the reading cycle. In the South African context, where literacy challenges persist, formative assessment is increasingly recognised as a key strategy to address reading deficits and promote learner engagement. National assessments, such as the Progress in International Reading Literacy Study (PIRLS), have highlighted the need for more responsive and adaptive teaching approaches to improve reading comprehension. However, despite policy endorsements of formative assessment, its practical application in classrooms remains inconsistent due to factors such as high learner-teacher ratios, inadequate professional development, and resource constraints.

This study explores how teachers implement formative assessment strategies to enhance reading comprehension, fluency, and critical thinking skills. Drawing on classroom observations and teacher interviews, the research examines the alignment between assessment practices and key reading cycle stages, including pre-reading, during-reading, and post-reading activities. The findings highlight the use of questioning techniques, feedback, peer assessment, and scaffolding as essential tools for monitoring and improving learners’ reading abilities. However, challenges such as inadequate teacher training, large class sizes, limited resources, and learners’ varying language and literacy levels hinder effective formative assessment implementation.

The study contributes to the literature on formative assessment and foregrounds the need for professional development to empower teachers in using formative assessment effectively. Recommendations include targeted teacher training, the integration of digital tools, and structured formative assessment frameworks to enhance reading outcomes in Intermediate Phase classrooms.

Keywords:

Formative assessment, reading cycle, Intermediate Phase, teacher development.