Abstract
This qualitative case study explored the pedagogies used by Grade 3 teachers to develop reading comprehension skills in English classrooms. The objective was to examine and understand the strategies Foundation Phase teachers used to develop reading comprehension skills in the classroom, and the extent to which these strategies contributed to effective learning. By examining teachers’ practices and experiences, the research aimed to highlight the pedagogical adaptations and innovations that arose in response to pandemic-related disruptions. This study draws on sociocultural theory and pedagogical content knowledge (PCK) as theoretical lenses to understand how reading comprehension is enabled in diverse settings.
Data were collected from two Grade 3 classrooms, involving a sample of two Foundation Phase teachers at a multilingual private primary school located in a suburban area in the east of Johannesburg, Benoni. The data collection methods were, firstly, semi-structured interviews conducted to explore the teachers’ perceptions, experiences, strategies and pedagogical approaches in teaching reading comprehension skills. Lastly, classroom observations were conducted to track how teachers facilitated reading comprehension skills, how learners responded to the techniques used, and the opportunities, benefits, and challenges encountered in the classroom.
The key findings of the study reveal that both teachers used a range of strategies such as guided group work, questioning techniques, and multimodal texts to support comprehension. Teachers adapted their pedagogies to suit learners’ language backgrounds and diverse needs. However, limited resources, time, and varying learner abilities posed challenges. Learners engaged actively with resources such as flashcards, pictures, and stories, and demonstrated stronger comprehension when engaging with relatable materials. Despite challenges, reflective practice and creativity were demonstrated by the teachers in their pedagogy.
The study concludes that effective reading and comprehension pedagogy in multilingual classrooms depends on flexible teaching strategies, culturally and linguistically relevant resources, and consistent learner engagement. Teachers’ professional knowledge and willingness to adapt significantly impact the development of learners’ reading comprehension.