Original Research

Learning activities used for reading literacy instruction in selected Namibian primary schools

Naftal Gabriel, Nhlanhla Mpofu
South African Journal of Childhood Education | Vol 14, No 1 | a1393 | DOI: https://doi.org/10.4102/sajce.v14i1.1393 | © 2024 Naftal Gabriel, Nhlanhla Mpofu | This work is licensed under CC Attribution 4.0
Submitted: 13 June 2023 | Published: 20 February 2024

About the author(s)

Naftal Gabriel, Department of Primary and Early Childhood, Faculty of Education, Rhodes University, Grahamstown, South Africa
Nhlanhla Mpofu, Department of Curriculum Studies, Faculty of Education, Stellenbosch University, Cape Town, South Africa

Abstract

Background: The need to examine teachers’ learning activities in reading literacy instruction arises from concerns about reading proficiency levels in the Namibian Junior Primary phase, where reading literacy is a fundamental skill crucial for academic success.

Aim: The study examined the learning activities used for reading literacy instruction in selected Namibian Junior Primary (JP) schools focused on Grade 3 teachers.

Setting: The study was conducted in selected Oshana region JP schools focused in three diverse classroom settings.

Methods: The study used secondary qualitative data that were collected by the Oshana Regional Directorate of Education through interviews and classroom observations to examine the teaching practices Grade 3 teachers were using for reading literacy instruction. The study explores the reading literacy practices of teachers that they have adapted from continuous professional development programs and ministerial policies.

Results: The findings indicate that the participants in this study were utilising a variety of learning activities to enhance reading literacy skills. These activities are phonological activities (phonics, phonological awareness activities, and the Jolly Phonics programme) and interactive activities (shared reading and reading corner activities) for reading literacy instruction.

Conclusion: In conclusion, participants employed a range of methods to enhance reading instruction. They utilised phonological strategies like phonics and the Jolly Phonics programme to develop language skills, alongside interactive practices such as shared reading to improve fluency and foster a love for reading.

Contribution: The findings can inform educational policies, curriculum development, and initial teacher education programmes, ultimately improving reading literacy outcomes for learners in Namibia and beyond.


Keywords

ESL; Grade 3; learning practices; primary school teachers; reading literacy; Namibia

Sustainable Development Goal

Goal 4: Quality education

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