Reading and Writing Instructions in the Foundation Phase Classrooms

Masello Hellen Phajane, Lenyai Ellen Moipone


It is no news that reading problems plague our country South Africa; the media have informed us of this over and over again, recent reports on the high matric failure rate show that most children still cannot read and write and this tends to drag down the overall matric performance (Department of Basic Education 2010:30) (DBE). Little, if any, has examined teacher’s perspectives on the methods used for reading instruction at primary schools in these grades. This study is qualitative in nature and examined first grade teachers’ perspectives on teaching beginning reading in Setswana using different approaches: the traditional method, sentence method, Breakthrough to Setswana programme and Curriculum and Assessment Policy Statement (CAPS) approach. Data for this paper was collected from 4 different foundation phase schools in Brits District of North West Province in South Africa. The findings suggest that teachers felt differently about the different approaches of teaching beginning reading. Finally, teachers should also be supported by the Department of Basic Education in conducting investigation on teaching and learning in their classrooms.

DOI: 10.5901/mjss.2014.v5n10p363

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Mediterranean Journal of Social Sciences ISSN 2039-9340(Print) ISSN 2039-2117(Online)

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