Grade six educators' experiences on addressing the reading gap among the 2020 grade one cohort in the Moses Kotane District

Abstract

This study investigated Grade Six educators’ experiences of the reading gap created among the 2020 Grade One cohort following COVID-19 disruptions in the Moses Kotane District of the North West Province, South Africa. Guided by Bronfenbrenner’s Bioecological Systems Theory, the study employed an exploratory single-case study design within a qualitative research approach. Twelve Grade Six educators from six primary schools participated in the study. Data were collected through open-ended, semi-structured interviews and written reflections and analysed using Braun and Clarke’s thematic analysis. The findings revealed that COVID-19 significantly disrupted foundational reading development, resulting in persistent challenges related to phonemic awareness, phonics, reading fluency, vocabulary, and comprehension among the affected cohort. Educators reported difficulties in addressing these reading gaps due to overcrowding, limited resources, lack of parental involvement, language barriers, and curriculum pressure to follow the Annual Teaching Plans. The study further found that educators implemented several intervention strategies, including extra reading classes, small-group reading, individual reading support, parental involvement initiatives, and the use of print-rich materials to support literacy recovery. The study concludes that the effects of COVID-19 on early-grade reading continue to influence teaching and learning in the Intermediate Phase at the selected schools. It recommends increased curriculum support, regular intervention programmes, improved access to information and communication technology resources, and ongoing professional support for educators in rural schools.