Exploring the strategies for teaching reading comprehension to English First Additional Language Grade 9 Learners

Abstract

This study explored the strategies employed by English First Additional Language (EFAL) teachers to teach reading comprehension to Grade 9 learners in South African schools. The research addressed a critical gap in understanding how teachers navigate various challenges, such as large class sizes, language barriers, and limited resources, while developing learners’ comprehension skills. This study utilised and was grounded in the simple view of reading theory, which provides a framework for understanding the essential components involved in reading comprehension. The simple view of reading theory suggests that reading comprehension is a product of two fundamental abilities – decoding skills and linguistic comprehension. According to this theory, decoding skills refer to the ability to recognise printed words and translate them into spoken language accurately and fluently. This involves mastering phonological awareness, phonics, and word recognition abilities. Linguistic comprehension, on the other hand, encompasses the skills necessary to understand the meaning of words, sentences, and texts, including vocabulary knowledge, background knowledge, and comprehension strategies. Using a qualitative approach, data were collected through semi-structured interviews, classroom observations, and document analysis. For this study, a purposive sampling technique was employed to select participants. The data generation methods adopted in this study were semi-structured interviews, document analysis, and observation. The findings reveal that teachers predominantly employed a scaffolded approach, integrating explicit instruction techniques—such as skimming, scanning, predicting, and reciprocal teaching—alongside learner-centred methods to foster engagement and comprehension. However, the study highlights significant challenges in teaching higher-order comprehension skills, such as inferencing and evaluating, due to constraints in professional development, inadequate resources, and learners’ limited English proficiency. Additionally, differentiated instruction emerged as a key strategy to address the diverse needs of learners. The study concludes that while teachers are committed to enhancing reading comprehension, they require more support in terms of ongoing professional development and access to relevant, culturally appropriate resources. Recommendations include providing teachers with continuous training and updated teaching materials that reflect learner contexts. These findings contribute to the broader discourse on improving English language instruction and learning outcomes in multilingual and resource-constrained environments. The study recommends six strategies that teachers can use to improve reading comprehension in Grade 9 EFAL classes. These are: 1) prioritising funding and support for equitable education, 2) strengthening instructional support and collaboration in schools, 3) enhancing professional development on explicit instruction, 4) developing clear lesson plans with explicit strategies, 5) fostering collaborative learning and reflective practice among educators, and 6) enhancing instructional practices through professional development and collaboration.