Reading interventions for grade 8 learners studying English as a home language in a rural South African school.

Abstract

This autoethnographic self-study delves into the implementation of a 12-week reading intervention programme for grade 8 English second language learners in a rural South African school. This study is vital as it confronts the urgent challenge of reading difficulties faced by learners. It provides actionable insights into transforming educational outcomes for these learners, through effective educational practices. The first research question explores learners, reading experiences. The second research question considers what measures can be implemented in response to learners’ reading experiences. The third research question examines my experiences while implementing the reading intervention programme. The literature review of this thesis establishes Sociocultural Theory as the guiding framework for implementing a reading intervention programme. It also delves into various critical aspects surrounding reading interventions and their implementation. It highlights the importance of reading across the curriculum, the relationship between language skills, and factors contributing to reading challenges. Additionally, it explores intensive and extensive reading strategies and previous research on reading programmes and evaluates South Africa's National Reading Strategy, including its implementation and associated challenges. This research adopts an autoethnographic self-study approach rooted in the interpretive paradigm. The research process is transparent through reflexivity and collaboratively involving a critical friend. The study includes 8 learner-participants. Data sources comprise reflective journaling, critical friend engagement, and artsbased methods, such as participant-produced metaphor drawings. Thematic analysis was employed to code and identify patterns within the dataset systematically. Initial codes emerged from observations, reflections, and feedback. Codes were categorised into major themes: teacher activity, reading material, and learner activity. This process serves as a tool facilitating the extraction of meanings from the dataset. The findings indicate a positive shift in learners' attitudes through engaging activities and a supportive environment. The study contributes insights into effective reading interventions, emphasising strategic planning and adaptability.