| dc.description.abstract | This study investigates the instructional strategies employed in teaching reading comprehension in Grade Three. The aim is to address gaps in knowledge by identifying teachers’ reading comprehension strategies. A deeper understanding of these strategies contributes to literacy development and enhances our understanding of reading and associated policies. This study is grounded in the principles of Piaget’s cognitive constructivism and Vygotsky’s social constructivism. It demonstrates how diverse reading instructional strategies mediate the process of reading, aiming to improve reading skills and foster comprehension. Using a qualitative approach and a multiple case study design, nine participants were purposefully selected from three primary schools in the Western Cape. Data were gathered through document analysis, observations, and semi-structured interviews, with thematic analysis employed for data analysis. Participants’ reading instruction aligns with the goals and aims of the Grade Three Curriculum and Assessment Policy. However, the study findings do not necessarily correlate with improved literacy outcomes. The participants predominately relied on the questioning strategy, with research-based reading strategies not consistently recognized or utilised. Several factors negatively impacted reading comprehension, including a lack of pedagogical knowledge, motivation issues, and misconceptions about reading comprehension, inadequate support, reading difficulties, comprehension challenges, limited technical support, policy shortcomings, and lack of parental support exacerbated by poverty. The study concludes that establishing a network of support mechanisms is crucial for the success of reading comprehension initiatives. | en_US |
