ISSN: 2222-6990
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Teachers have a big influence on the lives of children who are young. Reading is one of the most demanding aspects of instruction, requiring more time and effort from the instructors. Teaching reading to Foundation Phase learners is a challenge for primary school teachers in South Africa. In the foundation phase, most learners are still having difficulty mastering reading skills. As a result, it is essential that teachers employ a range of techniques to help learners become effective readers. It is still difficult to educate learners who have learning difficulties to read, even after CAPS guidelines were created to introduce teachers to a range of successful reading techniques. It is vital to find ways to help teachers manage their stress and abilities. The study's objectives were to determine whether the strategies used by Foundation Phase teachers in rural and township areas to teach reading to learners with learning barriers achieved their objectives and to suggest resources that could be used to help teachers in the future to meet the needs of specific learners. The study was qualitative in character and used phenomenology within an interpretive framework. Twenty Foundation Phase teachers (N = 20) were specifically selected to take part from South African rural elementary schools. Semi-structured focus group interviews were employed to collect data. Within the theoretical frameworks, constructivist and social constructivist learning theories were utilized. Open coding was used to thematically analyze the interviews. The results showed that teachers in foundation classrooms were not equipped with the skills and strategies needed to teach reading. The study found that Ntataise and Matima Lenyora can be used as tools to help teachers become more proficient at teaching reading and provide learners with the resources they need to succeed. These resources are intended to assist teachers in overcoming this challenge by providing some useful guidance. This implies that to teach and assess learners who have difficulty reading, teachers must receive training in a variety of established and modern methods.
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