Chapter 11: A 21st-century perspective on reading instruction

The Action Plan to 2019 – Towards the Realisation of Schooling 2030 was developed as the Department of Basic Education’s (DBE) response to studies that consistently highlighted the state of learners’ literacy in South Africa. While the 2016 Progress in International Reading Literacy Study (PIRLS) reported that 78% of learners could not read with meaning, the 2021 PIRLS revealed that this figure had increased to 81%. This indicates that learner performance has worsened since the release of the action plan. Howie et al. (2017, p. 118) and the DBE (2023, p. 9) argue that to improve learners’ literacy performance, better training for teachers is essential. Therefore, the purpose of this study was to explore how Grade 1 teachers could be supported in teaching reading in the 21st century.

The science of reading (SOR) and the reflective teaching model for reading comprehension (RTMRC) provided the theoretical framework for this study. A qualitative approach guided the research within a participatory and critical transformative paradigm. A participatory action learning and action research design was employed, allowing participants to collaborate with the researcher as co-researchers in an Action Learning Set (ALS). Data were collected through ALS discussions, reflective journals and fishbone analysis. To gain deeper insights into the research phenomenon, Grade 1teachers were purposefully selected to reflect on the research questions. Braun and Clarke’s (2006, p. 87) six-step thematic analysis was utilised to analyse the data. Herr and Anderson’s (2015, p. 49) five quality indicators –outcome, process, democratic, catalytic and dialogue validity – ensured the integrity of the research. The Ethics Committee of North-West University, Vanderbijlpark, South Africa, along with the school board, provided the ethical clearance necessary to conduct this low-risk research project.

The findings revealed that challenges related to the reader, the reading task, the text, the reading strategy and the context were impacting reading instruction and learner performance. Within the ALS, co-researchers utilised the SOR and the RTMRC to explore ways to overcome these challenges. Contextually relevant corrective measures were developed for each factor of the reading event to enhance instruction and align it with a 21st-century perspective on reading. In summary, the findings indicate the need for a comprehensive approach to teaching reading that enables teachers to reflect on how the reader, the task, the text, the strategy and the context influence reading development. This approach empowers teachers to impart knowledge of reading theory and pedagogy while simultaneously enhancing their ability to navigate the complexities of 21st-century teaching through problem-solving, critical thinking and reflective practice.