Managing the implementation of reading policies in the Foundation Phase in the Lichtenburg Circuit in the North West Province

Abstract

There is growing international awareness of the dividends of early reading success and the consequences of early reading failure. A number of studies have shown in recent years that the educational achievement of learners in South African schools is unacceptably poor. The 2014 Annual National Assessment results indicated a 56% for home language for South African learners in Grade 3, while the ANA results of 2015 clearly indicated that learners struggle to read with comprehension. The aim of this study was therefore to identify policies that guide the teaching of reading and to investigate the management of the implementation of these reading policies, in order to gain an in-depth understanding of how educators manage the implementation of reading policies in the Foundation Phase. The study adopted a qualitative case study design to understand how subject advisors, principals, HoDs, and Foundation Phase teachers manage the implementation of reading policies during this phase. This study was underpinned by sense-making theory which was used as a theoretical framework. Sense-making theory describes processes of how people think about certain things, how they understand them and how the meaning they give leads to action or inaction. Three primary schools in the Lichtenburg circuit were selected as study sites. Participants were selected purposively and numbered 13 in total. Data were collected through document analysis, observations and interviews. The data collected were analysed by means of theme identification. The results indicate that the CAPS document is the only policy document that teachers use as a guideline for the teaching of reading in the Foundation Phase. However, this document lacks explicit guidance with regard to teaching reading. As a result, most participants indicated that they struggle to interpret and implement the CAPS document. Policy management is also problematic at schools where the principals and Ho Os are not present to support the Foundation Phase educators. Teaching policies were better managed in one school where both the head of department and principal were present and involved . The study concludes that effective management of reading policies requires the collaboration of educators with the support of the heads of departments, the principals and the subject advisors. The study recommends that CAPS be revised so that

it provides clearer guidelines and that educators are given appropriate training so that they can implement reading policies with understanding.