Phala Thembi A, Hugo Anna J
Department of Early Childhood Education, College of Education, University of South Africa, Pretoria, South Africa.
Department of Language Education, Arts and Culture, College of Education, University of South Africa, Pretoria, South Africa.
Afr J Disabil. 2025 May 16;14:1549. doi: 10.4102/ajod.v14i0.1549. eCollection 2025.
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.
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.
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.
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.
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.
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.
我们分析了南非豪登省茨瓦内北区三所提供全方位服务学校的三年级教师和学习支持教师如何利用差异化阅读支持来帮助有阅读障碍的学习者。
本研究探讨了提供全方位服务学校的三年级教师和学习支持教师如何实施差异化教学，以支持课堂上有阅读困难的学习者。
采用定性研究方法和案例研究设计，从三所提供全方位服务学校的11名三年级班级教师和6名学习支持教师那里收集数据。通过半结构化访谈和课堂观察获取数据；因此，采用了解释主义范式。
研究结果表明，参与者采用了不同的策略，但差异化教学的一些更精细应用未被使用。出现了以下主题：选择不同的阅读材料作为内容、阅读教学过程、阅读教学成果、学习环境以及在职教师培训的需求。
结果突出了根据三年级学习者的阅读需求使用差异化教学所固有的困难。许多学习者存在特定的阅读障碍。
该研究为三年级班级阅读教学方法的文献做出了贡献。它体现了在课堂上使用差异化教学更精细应用方面教师专业发展的必要性。
