Exploring Factors Influencing The Choice Of Reading Strategies In The Foundation Phase

Reading is the most crucial aspect of learning, particularly in the early years of schooling. Choosing the right reading strategies is important for helping learners develop their reading skills during the Foundation Phase. However, various factors influence teachers' reading strategy choices, such as the context, teaching style, and the needs of the learners. This paper explores factors that influence the choice of reading strategies among Foundation Phase teachers. The aim is to gain deeper insight into what guides teachers in selecting strategies when teaching reading. The researcher applied a qualitative research method that was exploratory in nature. Data was collected through semi-structured interviews, classroom observations, and document analysis. This gave participants the freedom to talk about their experiences and perspectives. The population consisted of all Foundation Phase teachers. Six teachers were chosen from three schools using non-probability purposive sampling. The results revealed that there are several important factors that affect teachers' choices of reading strategies. These include the learners' reading levels, the resources available, the class size, the expectations of the curriculum, the teachers' professional training, and the language spoken at home by the learners. Some teachers also change their strategies based on how much help they get from school management. The paper suggests that teachers should get ongoing professional development that focuses on reading instructions, that resources should be better provided in all languages spoken by learners, and that educational stakeholders should provide more structured support.