Browsing by Author "Mazibuko, Beauty Gugu"

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    An analysis of the impasse reading disorder in the foundation phase in selected Nkandla Circuit Schools
    (University of Zululand, 2024) Mazibuko, Beauty Gugu; Nkoane, M. M.; Nkwanyana, B. P.
    The aim of the study was to explore the phenomenon of reading disorders regarding learners in the Foundation Phase in selected Nkandla Circuit schools, situated in KwaZulu Natal in the Republic of South Africa. There is a crisis in that learners in the Foundation Phase cannot read for meaning and proficiently. Reading disorders among Foundation Phase learners pose significant challenges to early education. The purpose of this study is also to explore what triggers these reading disorders and how to curb it. Identifying obstacles to reading in the Foundation Phase allows for early intervention. A qualitative research approach was adopted with the purpose of finding more details from participants, using a case study design. Purposive sampling was utilised to select suitable participants, which were 6 Foundation Phase educators in selected primary schools in the rural area of Nkandla Circuit. Semi-structured interviews and non-participant 6 class observations were employed to collect data. Thematic analysis was employed to analyse qualitative data. A sociocultural theoretical framework was the theory that guided this study. Vygotsky’s Sociocultural Theory emphasises the role of social interactions and cultural context in the development of cognitive processes, including learning and problem-solving (Rahmatirad, 2020). The transformative paradigm was utilised in this study, because the transformative paradigm is well-suited for influencing policy changes. All learners, regardless of their abilities or challenges, deserve equal opportunities to succeed. Supporting learners with reading disorders fosters inclusivity and academic excellence. Findings of this study revealed that a socioeconomic status has a negative impact in teaching and learning. Because of the shortage of reading materials, learners are not receiving enough support from their educators. The educators were also not well-equipped with reading skills, and they concurred during semi-structured interviews that they need extensive professional development and collaboration with educators that are from special needs’ schools. Based on the findings, this study recommend that the Department of Education should supply all schools with enough reading material and assistive technology devices, to accommodate learners with learning challenges. It further recommended that the Department of Education must provide extensive professional development to educators, especially giving them the skills to meet learners with learning challenges, such as reading disorders and dysgraphia.