Volunteer Experiences and Perspectives in a Community-Led Paired Reading Programme for Grade 2 Learners

This study explores the perspectives of volunteers participating in a community-led Paired Reading Programme (PRP) aimed at improving the reading skills of Grade 2 learners. Despite the increasing importance of community involvement in supporting learners’ reading competencies, research on volunteer experiences and their impact remains limited. A qualitative research approach was chosen. Semi-structured, open-ended interviews were conducted with volunteers selected through homogeneous purposeful sampling and observations of PRP sessions were carried out. The data was coded inductively to identify key themes. Findings indicate that volunteers are motivated by a desire to improve literacy and a belief in the transformative power of education. However, they face challenges such as varying learner engagement, limited resources, time constraints and the need for structured training and support. Despite these obstacles, volunteers report significant improvements in learners’ reading abilities, confidence and enthusiasm. They also reflect on their own growth and satisfaction, highlighting the programme’s reciprocal benefits. By providing insights into the volunteer experience, this research contributes to a deeper understanding of community involvement in literacy programmes and the mutual benefits of volunteering for everyone involved.