Abstract
This study explores educators' experiences in teaching basic reading skills to learners
who are deaf in the intermediate phase. Despite the fundamental role that reading plays in
academic success, learners who are deaf often face unique challenges in learning to read,
given their communication and language access limitations. Data for this qualitative study
were collected through semi-structured interviews conducted with intermediate phase
educators who have experience teaching learners who are deaf. The thematic analysis
produced some important conclusions, including the necessity of adapted curricular
materials, the significance of visual teaching techniques, and the vital role that competency in
South African Sign Language (SASL) plays. The study highlights a delay in language
acquisition as well as how the curriculum is developed as the core of the reading difficulties.
Findings from the study suggest the need for inclusive policy implementation and focused
professional development to improve reading skills for learners who are deaf. This study adds
to the small amount of information available on teaching deaf learners basic reading skills in
the intermediate phase and provides useful suggestions for improving academic performance.