Assessing the Reading Levels of Grade 5 Learners at a South African Primary School

Implications for Literacy Development and Educational Interventions

Abstract

This paper focuses on exploring the reading skills of grade 5 learners in rural South Africa, particularly in under-resourced quintile 1 schools.  The study used a mixed-method approach and analyzed quantitative data from error-count tests using descriptive statistics, while qualitative data from teacher interviews and classroom observations were analyzed using thematic analysis. The sample of the study comprised learners from three primary schools, and their reading skills were evaluated through structured error-count assessments. The findings show that many learners are performing far below their grade level, and the number of errors made corresponded with low reading levels. Thematic analysis of teacher interviews and classroom observations identified the major barriers, namely; the learners’ inability to transition from mother tongue instruction to English, lack of reading materials at home, and poor enabling conditions in the schools. The results underscore the need for focused efforts such as specialized instruction in reading, professional development activities for teachers, and greater funding for impoverished schools.