Differentiated instruction for Grade 3 reading challenges: South African teachers in full-service schools.

BACKGROUND

We analysed the use of differentiated reading support by Grade 3 teachers and learning support teachers to help learners with barriers to reading in three full-service schools in Tshwane North District in Gauteng Province, South Africa.

OBJECTIVES

The study explored how Grade 3 teachers and learning support teachers in full-service schools implement differentiated instruction to support learners with reading difficulties in their classrooms.

METHOD

A qualitative approach with a case study design was used to collect data from 11 Grade 3 class teachers and 6 learning support teachers in three full-service schools. Data were obtained using semi-structured interviews and classroom observations; thus, an interpretivist paradigm was followed.

RESULTS

The findings showed that different strategies were employed by the participants, but some of the finer applications of differentiated instruction were unused. The following themes emerged: choosing different reading materials as content, the process during the teaching of reading, the product in the teaching of reading, the learning environment and the need for in-service teacher training.

CONCLUSION

The results highlighted the difficulties inherent in using differentiated instruction based on Grade 3 learners' reading needs. Many of the learners had specific barriers to reading.

CONTRIBUTION

The study contributes to the literature on methods of teaching reading in Grade 3 classes. It captures the need for teacher professional development regarding using the finer applications of differentiated instruction in the classroom.