Abstract
This study aims to contribute to advancing knowledge by exploring how literacy support is provided to learners in a primary school located in a Johannesburg township. Using a case study approach, the research explored teaching practices, literacy intervention programmes, teacher and learner engagement, and parental involvement in Grade 4 classes over a one-year period. Data were drawn from in-depth interviews with four Grade 4 teachers and four parents. Additionally, the researcher conducted observations in four Grade 4 classes, each with 50 – 60 learners, to gain a deeper understanding of classroom dynamics and literacy support strategies.
Grounded in sociocultural and constructivist perspectives by Lev Vygotsky’s (1978) and Gough and Tunmer’s (1986) Simple View of Reading theory, the study highlights the role of social context, culture, and language in shaping literacy development. The study's findings indicate that the school has implemented various initiatives to support learners' literacy development, including an external literacy programme and dedicated reading time. Importantly, despite the teachers' efforts to employ various strategies to teach literacy skills, such as after-school interventions, poverty, poor infrastructure, and environmental factors indirectly hinder learners' literacy development. Additionally, the effectiveness of literacy strategies is often compromised due to inadequate implementation.
The study's implications are significant in addressing high literacy underachievement rates among South African learners. The findings provide insights for teachers, policymakers, and researchers by identifying challenges and strategies related to literacy support. While this study offers significant insights into literacy support in schools, it is not without its limitations. One major limitation is that the findings may not be generalised to all township primary schools, as each context has its unique sociolinguistic characteristics that influence literacy instruction and support. Additionally, the study's results may have been impacted by the reluctance of migrant parents to fully express themselves due to their immigration status, thereby potentially limiting the depth of understanding regarding
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their experiences and perspectives on literacy support. The study concludes with recommendations for the school, parents, literacy programme, and further research.