Factors Contributing to Poor Literacy among Grade 4 Learners in Gauteng Province of South Africa
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Abstract
Much research exists about South African learners’ literacy and numeracy challenges as well as their overall declining performance in schools. There are far fewer detailed explanations about the instructional practices and what teachers are actually doing in their classrooms to circumvent this situation. In depth research that attempts to understand literacy and numeracy challenges in Gauteng schools is eminent. Thus, the purpose of this study is to investigate the factors contributing to poor literacy among grade 4 learners in Gauteng Province. Data was collected through semi structured interviews and classroom observation from ten schools and in each school; we sampled three grade four classrooms and four learners from each class. The findings suggest that poor literacy is caused by multiple factors ranging from learners’ ability to lack of reading resources and reduced motivation and commitment to learn spelling, punctuations and comprehension. We conclude that poor literacy exists among grade 4 learners as results of learners’ inability teachers’ lack of skills and inadequate resources.
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