2026/06/30 by Kellie Steinke, Tsitsi Belinda Dube
paper · doi:10.38140/pie.v44i2.9091
This paper responds to the 2023 release of the PIRLS results, which, yet again, highlights the existing literacy crisis within the South African basic education system, affecting the entire education system from the foundational to the tertiary levels. Learners who fail to transition from decoding to comprehension by the end of Grade 3 rarely catch up, often struggle academically and eventually fail, reducing their access to socio-economic success. Despite the South African Minister of Education’s assertion that what is needed is more time, this paper uses empirical data from two studies, one conducted before PIRLS and the other after, to illustrate that learners continue to have reading levels well below expectations, both in their home languages and in English. Furthermore, teachers lack the training and knowledge needed to address these challenges, focusing on teacher-led classroom interactions and decoding at the expense of comprehension. However, evidence suggests that approaches such as learning to read, reading to learn and translanguaging may assist in facilitating reading development through extended learning, meaningful interactions, and increased learner engagement, resulting in enhanced comprehension. There is a need to strengthen teacher training, implement structured interventions, and provide resources such as coaching for teachers. Findings indicate that time alone will not resolve the issue. What is needed is a system of accountability, related reform, and appropriate interventions.