The latest Progress in International Reading Literacy Study (PIRLS, 2021) reveals a staggering statistic: 81% of South African Children cannot read for comprehension in any of the 11 official languages. This is not just a number, but a call to action. This means that about eight out of 10 children need urgent help with reading in the foundation phase.
The South African education system faces a massive challenge with learners who need help reading for meaning. Reading for meaning is one of the most essential skills which plays a significant role in education. It also plays an important role in a childโs academic future. Developing comprehension skills at an early age can assist in preparing children for more cognitively demanding texts in their education. According to Oakhill, Cain, and Elbro (2014), reading for meaning is a multifaceted process that includes taking in the sense or meaning of letters, symbols, and pictures by sight or physical touch.
Most Foundation Phase learners aren’t doing well in literacy and struggle to read texts for meaning in their home language.ย (Department of Basic Education, 2012,2013,2014). The National Education Evaluation and Development Unit (2016) also found that about 87% of Foundation Phase learners, especially in rural areas, find reading difficult for meaning.
Key factors that contribute to this crisis in Foundation Phase Education:
- Lack of resources and support: Many schools, especially in rural areas, need more essential resources. These can include textbooks, teaching materials, and technology. Moreover, more support from the school management teams and parental involvement is required. This ensures effective teaching and learning.
- Overcrowded Classrooms: Foundation Phase teachers often deal with large class sizes, making it very difficult to provide individualized attention and support to struggling readers.
- Poor knowledge of reading Instruction: Some teachers may need more training or deep knowledge in effective reading instruction methods. This can impact their ability to teach reading skills effectively.
- Incapability to administer Assessment Tasks: Teachers may need help implementing assessment tasks as prescribed by the curriculum. Workshops, training and sharing of best practices could address this issue. It also highlights the importance of pre-reading activities and establishing learning objectives prior to reading lessons.
Making a Difference in South Africaโs Education System
The challenges faced in improving reading comprehension among South African children are significant, but the path forward is clear. By addressing resource shortages, reducing overcrowding, improving teacher training, and encouraging community involvement, we can enhance learning environments.
If you are passionate about making a real impact and helping to transform the education system, consider becoming a teacher with SANTS. Our programs are designed to equip you with the skills and knowledge needed to make a meaningful difference.
Take the first step toward a rewarding career in education and help shape the future of South Africaโs children and download our course prospectus.
