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A book a day keeps illiteracy at bay

A local teacher discusses the problem of illiteracy in SA and the rest of the world.

In May 2023, the Progress in International Reading Literacy Study (PIRLS) released its 2021 results which revealed that 81% of South Africa’s Grade Four children could not read for meaning in any language, almost the same proportion as in 2011.

The study assesses reading comprehension and monitors trends and indicators of growth in reading literacy. The child literacy rate observed by PIRLS in 2011 was 82% and 78% in 2016. This therefore suggested that eight out of 10 children struggle to understand written text in any of South Africa’s 11 official languages.

The Krugersdorp News approached Sandra Siebert, an English teacher at Alma Mater International School, to hear her opinion on the matter, saying ‘there is a problem with illiteracy in SA and the rest of the world’.

Sandra added that Covid-19 had a significant impact on the facilitating of learning as most learners did not have the opportunity to experience a structured framework during which learning could take place.

She went on to say that the foundation phase is so important because, during this time, children do not only learn academic skills, but they also learn how to manage their time, cultivate positive habits, develop self-discipline and a love for reading develops in a supportive environment.

According to Sandra, parents who are not involved in the reading process by reading with their children either because they do not have the time or because they have a problem with reading, are also a major cause of illiteracy. A lack of a reading culture as well as language barriers, where teachers are not trained adequately, also has a major impact on the children’s illiteracy.

When asked what is she doing as a teacher to improve their learners’ literacy skills she said, “We have an allocated online reading period from Grade Two up until Grade Eight.”

The programme evaluates the children’s reading speed, their comprehension skills, cognitive abilities, and memory. The programme also allows the teachers to follow the learners’ progress and intervene where necessary.

Sandra said she tries to make reading fun for children by having Flashlight Fridays, especially during the winter, when learners bring their favourite book, a flashlight, and a blanket.

“They build themselves a little den under their table to sit and read using their flashlight.”

She concluded by saying that parents and teachers have to work together to ensure that a love for reading is instilled in children from a young age.

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