Abstract

PHALA, Thembi A.  and  HUGO, Anna J.. Differentiated instruction for Grade 3 reading challenges: South African teachers in full-service schools. Afr. j. disabil. (Online) [online]. 2025, vol.14, pp.1-9. ISSN 2226-7220.  https://doi.org/10.4102/ajod.v14i0.1549.

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.

Keywords : full-service schools; Grade 3 learners; different reading materials as content; process and product in the teaching of reading; learning environment; in-service teacher training.

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