Abstract
The approach in which teachers, specifically in rural schools, support learners with developmental dyslexia is paramount to their daily learning and has significant impact in their behavioral and educational experiences. The main intentions of the study were to explore the experiences faced by grade R rural school teachers in supporting learners with developmental dyslexia. Setting of the study was situated in the Free State Province rural schools of Thabo Mofutsanyane District, Bethlehem. The study utilised a qualitative research approach. Semi-structured interviews were used to gather data. This study population consisted of five teachers who teach grade R learners with developmental dyslexia. Purposive sampling was used to select grade R teachers with teaching experience from four different schools under study. Data was analysed thematically. Major findings of the study indicated lack of support from the District Based Support Team and minimum interest from parents in understanding and supporting their children. The shortage of resources to be utilised during lesson to support learners with developmental dyslexia as well as the impact of multigrading during lessons were also highlighted in the study. KEY WORDS: Rural Education, Experiences, Developmental Dyslexia, Bio-Ecological Approach, Support.