Differentiated instruction for Grade 3 reading challenges: South African teachers in full-service schools
African Journal of Disability
| Field | Value | |
| Title | Differentiated instruction for Grade 3 reading challenges: South African teachers in full-service schools | |
| Creator | Phala, Thembi A. Hugo, Anna J. | |
| Description | 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. | |
| Publisher | AOSIS | |
| Date | 2025-05-16 | |
| Identifier | 10.4102/ajod.v14i0.1549 | |
| Source | African Journal of Disability; Vol 14 (2025); 9 pages 2226-7220 2223-9170 | |
| Language | eng | |
| Relation |
The following web links (URLs) may trigger a file download or direct you to an alternative webpage to gain access to a publication file format of the published article:
https://ajod.org/index.php/ajod/article/view/1549/3306
https://ajod.org/index.php/ajod/article/view/1549/3307
https://ajod.org/index.php/ajod/article/view/1549/3308
https://ajod.org/index.php/ajod/article/view/1549/3309
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