Exploring classroom strategies for managing reading difficulties and teachers’ awareness of the role of the speech therapist in literacy management

Abstract

Background: Effective communication skills are essential for developing literacy skills, and most South African foundation phase learners experience difficulties in mastering literacy skills. The challenges are often intensified by multilingual classrooms and the mismatch between the home language and the language for learning and teaching.
Aim: This study aimed to explore how teachers manage spelling and reading difficulties among foundation phase learners (Grades R-3) and examine their awareness of the role of speech language therapists (SLTs) in managing these difficulties.
Setting: The study was conducted in three schools located within the Pinetown and uMlazi districts of KwaZulu-Natal.
Methods: A qualitative, exploratory research design using purposive sampling was employed, where 17 foundation phase teachers, each with at least 3 years of experience in teaching and currently employed within the districts, participated in the study. Data were collected using a standardised self-administered questionnaire with open-ended questions and analysed using a thematic approach.
Results: Foundation phase teachers in these districts use phonics-based instruction to support reading and spelling skills. Reading and spelling difficulties were managed using various strategies, including differentiated instruction, ability-based grouping and targeted remediation. Results further show that teachers have varying levels of awareness regarding the role of the SLT in supporting literacy development.
Conclusion: There is a need for collaboration among parents, teachers and SLTs for ensuring an equitable foundation phase plan to support language and literacy development in learners, particularly second-language English-speaking learners.
Contribution: This study highlights the need to address the challenges faced by second-language English speakers and to implement strategies that support literacy development in home language and language of learning and teaching to enhance literacy skills.