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Case study explores reading instruction challenges in South African foundation phase teachers, suggesting further investigation into contextual factors.
The notion that South African foundation phase teachers (Grades R to 3) may not possess the expertise to teach reading may not be entirely accurate. Qualitative data were collected through open-ended questionnaires from 10 teachers, using a case study design to explore this claim. Sociocultural theory emphasises the role of the skilled MKO in supporting reading development. Thematic analysis showed that teachers possess relevant qualifications, experience, and professional development, yet learners struggle with reading. The study recommends further exploration of factors such as curriculum, instructional practices, and broader educational and contextual influences to better understand and address persistent reading challenges.
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Julie Shantone Rubbi Nunan (2026) studied this question.
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