The identification of English home language reading difficulties in the foundation phase in the North-West Province

Abstract

The aim of the study was to establish what knowledge and skills Foundation Phase educators have in the identification and support of reading difficulties in English Home Language (EHL) in the Foundation Phase. The methodology encompassed a literature study and a qualitative empirical study based on the literature study. The qualitative empirical study was designed by way of an open questionnaire to obtain the personal views of educators in the North- West Province (Potchefstroom) about their own knowledge and skills. The results indicate that the educators in this study seemingly only have limited to moderate knowledge of and skill in the identification of language, literacy and reading difficulties in EHL. The knowledge they lack is about learners' difficulties in recognising and identifying letters and/or words, in saying words, and in comprehending sentences and paragraphs. In other words, educators have limited knowledge of reading decoding and comprehension difficulties, and of reading support techniques. It can therefore be concluded that Foundation Phase educators in this study in the North-West Province seemingly are in need of pre-service, as well as in-service training, in the identification and support of reading difficulties. It is recommended that all Foundation Phase educators be trained (through pre- or in-service training) to identify and support reading difficulties.