Evaluating the Challenges Faced by Grade 4 Teachers in Teaching English First Additional Language Reading Comprehension Skills

This paper examined the challenges faced by Grade 4 teachers when teaching reading in English First Additional Language (EFAL). Reading is a fundamental skill crucial for academic success; however, numerous obstacles impede effective instruction. Research reveals statistics that indicate that over 80% of South African Grade 4 learners struggle with basic reading skills, as demonstrated by poor performance in international assessments such as the Progress in International Reading Literacy Study (PIRLS). This research is based on Schema Theory, which suggests that prior knowledge plays a significant role in reading comprehension. An interpretive paradigm and a qualitative approach were used for this inquiry. A case study design was utilised. Five purposely nominated grade 4 teachers in the Eastern Cape Province, South Africa, responded to semi-structured interviews to gain in-depth knowledge about teachers’ challenges in teaching reading. Thematically analyzed data indicated that inadequate reading proficiency among learners, decreased teacher and learner motivation, overcrowded classrooms, and insufficient training in effective reading strategies contributed to teachers’ challenges in teaching reading. The authors recommend a Comprehensive Model for teaching reading that combines traditional practices with targeted interventions to meet the diverse needs of learners. Furthermore, it emphasizes the importance of thorough teacher training to equip educators with the necessary skills to effectively teach reading in EFAL contexts. The study adds to scholarship by revealing key challenges Grade 4 teachers face in teaching EFAL reading comprehension. The findings inform future research, teacher support, and policy development in multilingual education contexts. Keywords: Reading proficiency, Challenges, Motivation, Schema theory, Fluency