The role of the teacher in developing reading comprehension skills in Grade 9 English Home Language learners.

Abstract

The high number of poor performing learners in reading comprehension in South African schools is a concerning factor which calls for studies to mitigate this problem. Comprehension is considered a critical part of the reading process. Learners continue to struggle with reading comprehension and teachers continue to neglect it in their teaching (Klapwijk, 2015:1). President Cyril Ramaphosa, in his state of the nation address (SONA) in June 2019, acknowledged the dire need for teaching and learning of reading comprehension. This study was conducted to investigate and establish the role played by teachers in the teaching of reading comprehension skills to Grade 9 English Home Language learners. The study utilised the schema theory (Scott, 2001), the sociocultural theory of learning, and the Zone of proximal development (Vygotsky, 1978). Four data sets were used, namely: document analysis Curriculum and Assessment Policy Statement (CAPS) and Annual Revised Teaching Plans (R-ATPs), questionnaires for learners, Interviews with teachers of English, and lesson observations. From the data collected and analysed, themes and patterns were established regarding the learners’ experiences of the learning reading comprehension, and teachers indicated how they taught reading comprehension skills. The findings of the study indicated out that there is very little guidance in the CAPS document of how teachers have to approach teaching of explicit reading comprehension skills. It also emerged that instead of teaching reading comprehension skills, teachers test learners’ answering skills. The findings point to the fact that teachers need re-training and assistance on how to explicitly teach reading comprehension to learners. The study contributes by providing guidance to Grade 9 English Home Language teachers on how they can approach the teaching of reading comprehension skills. Additionally, recommendations for policy formulation have been provided in order to equip in-service teachers and those who are still in training with the necessary skills and knowledge to teach reading comprehension.