The topic of this study was to determine the factors affecting the reading readiness of GradeR learners in selected preschools in Gauteng Province. The purpose of this study was toexplore factors that affect the reading readiness of Grade R learners as understood by teachersand mothers. The aim of the study was to establish what factors affect the reading readinessof Grade R learners. The primary research question asked what factors Grade R teachers andmothers find affect reading readiness. The secondary research questions asked how Grade Rteachers address these factors in the classroom; who the people involved in the learners’reading readiness are; and how they contribute to reading readiness.This study employed a multiple case study approach. Data was collected in six preschools inJohannesburg through semi-structured, face-to-face interviews with five Grade R teachersand five mothers of Grade R learners. A focus group discussion with four Grade R teacherswas also conducted. The main findings of the study were eight factors affecting the readingreadiness of Grade R learners: the learner’s individual developmental level; the learner’smaturity; the learner’s desire to learn to read; the learner’s phonological awareness; thelearner’s need for play and kinaesthetics; the learner’s parents’ contributions; the learner’ssocioeconomic living conditions; and reading stories to the learner. The implication is thatthese findings may improve teaching practice and Grade R curriculum development.
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