Abstract
This study aimed to explore the development of oral reading fluency in tandem with vocabulary development in Grade 3 isiZulu home language classrooms. The objective was to document and report instructional practices that teachers employ to promote these skills. The motivation behind this study originated from the poor reading results that were reported from both local and international studies. This is the most common challenge in most of the South African public schools. The lack of skilled readers in our classrooms results in learners who cannot understand what they are reading.
This qualitative study followed a case study research design because the purpose was to interpret teachers’ perspectives pertaining to the development of fluent readers with rich vocabulary skills. To achieve this, the study interviewed Grade 3 isiZulu teachers and observed their reading lessons to gather data which were then analysed. To analyse data the study followed a thematic analysis approach. The data were analysed inductively beginning from generating codes which were later used to construct categories. All categories were grouped according to their relations, which led to the generation of themes. Themes were used to discuss the main findings of this research. The study revealed inconsistencies and challenges in teaching reading in Grade 3 classrooms, including inadequate instructional time, lack of personalised support, and insufficient higher-order questioning strategies, which may hinder learners' development of Oral Reading Fluency (ORF) and deeper comprehension skills.
I recommend that fluency tasks are used as screening tool for all learners across foundation phase. I would recommend that teachers are trained and informed about effective and evidence-based strategies and methods of teaching reading in agglutinating languages such as isiZulu across grades. This can be achieved through continuous workshops that are specifically aimed at addressing reading crises.