Results of a recently released Progress in International Reading Literacy Study (Pirls) revealed that when it comes to Gr. 4 learners in South Africa, 81% of those assessed in 2021 struggle with reading comprehension.
The country’s response mechanisms and solutions to this crisis remains unchanged.
“We cannot rely on fragmented interventions and linear solutions to address a social problem,” said Nqabakazi Gina, director of the national reading for enjoyment campaign Nal’ibali.
“It is time we learn from countries that have rapidly transformed their reading culture and who are currently above the international benchmark, on how they manage to get everyone on board and instil a vibrant reading culture nationwide.”
A common thread that can be drawn from countries who are doing better is that reading is adopted as a social practice – it is practised daily and driven by all social actors.
Dr Xolisa Guluza, senior lecturer at the University of Cape Town (UCT) and Prof. Carole Bloch, of Language Education at the University of the Western Cape (UWC), have been advocating that “reading is a socio-cultural practice”, and that it is embedded in social practices, beliefs and norms. It demands for all hands on deck, they believe.
Every actor has a critical role to play in nurturing reading as a daily culture. This includes parents, caregivers, teachers, teacher assistants, child and youth care workers, community health workers, social development engines, youth programmes, businesses, policy-makers, public and private leadership, churches, community-based organisations and all other interested stakeholders.
Gearing up to expand on various interventions, Nal’ibali is accelerating reading development among South African children and is mindful of the fact that early childhood literacy development requires a multifaceted approach.
The following interventions are key:
- Every parent should play their role in the reading ecosystem by creating opportunities within their homes. That means: read stories with children (read aloud); schedule regular daily reading and storytelling sessions; and increase opportunities for children to engage with text and words and to be familiar with more words, as well as to develop the ability to build meaning on words received every day.
- Every programme in which people work with children – for instance aftercare, early learning, health or sports and recreation – should incorporate reading as core in its practice.
- Parents, schools and community programmes with access to printed and digital reading materials should make conscious efforts every week to download digital stories or storybooks, find free printed storybooks in their locality (or contact Nal’ibali, Wordworks, Bookdash, the Bookery, SAIDE, Room to Read or the Mikhulu Trust) for books, digital stories, advice and support.
- Children should be afforded reading opportunities for at least 15 minutes a day at home, school and in community settings.
Nal’ibali also encourages schools and educators to embed reading for enjoyment into their curriculum. The campaign also highlights the importance of the home environment, in particular the role that parents and caregivers can play to create a culture of reading.
To ensure success, Nal’ibali’s interventions are implemented through the support of public and private sector partners who are committed to positive change in the literacy ecosystem, enabling all South African children to become passionate and lifelong readers.
As the landscape for early childhood literacy development is constantly shifting, Nal’ibali continues to innovate and evolve its programmes to ensure that the ultimate beneficiaries, the children, enjoy reading and adopt it as part of their regular activities.
