A critical analysis of the Socio-economic factors influencing the reading habits of Grade Four English First Additional Language learners in township schools in the O.R. Tambo Inland District

The primary aim of this study was to critically analyse how socio-economic factors shape the reading habits of Grade Four English First Additional Language (FAL) learners in township schools within the O.R. Tambo Inland District. Employing a qualitative method guided by an interpretivist paradigm, this research gathered data through semi-structured interviews, learner diaries, and classroom observations. Thirty Grade Four learners and two teachers from selected township primary schools participated in the study. The collected data were subjected to a thematic analysis. Thematic analysis revealed that the development of sustainable reading habits is severely hindered by key socio-economic barriers: low parental involvement, limited access to books, and a stark lack of digital resources. Findings further indicated that these socio-economic difficulties result in low learner motivation and a pronounced dependence on schools as the primary, and often only, source of literacy exposure. This study concludes that socio-economic challenges are a critical determinant in either supporting or constraining the development of positive reading habits. It contributes to the existing literature by empirically detailing the specific mechanisms through which socio-economic circumstances directly impact literacy practices within the under-researched context of South African township schools, thereby contextualising the barriers to reading. To mitigate these barriers, the study recommends targeted interventions, including: improving equitable resource distribution to underprivileged schools; establishing community-based reading initiatives to extend literacy support beyond the classroom; and implementing strategies to strengthen collaborative relationships between homes and schools to foster a more supportive reading environment.