Assessing and Identifying Learning Barriers: Insights into Reading Difficulties Observed by Grade 7 Teachers

Abstract This article explores the learning barriers related to reading difficulties observed by Grade 7 teachers in their English First Additional Language (EFAL) classrooms. Utilising a qualitative research approach and case study design, the research gathered insights from twenty Grade 7 teachers at four mainstream primary schools in the Gauteng East District through purposive non-probability sampling. Data was collected through individual and focus group interviews, which were voice-recorded and transcribed verbatim. Thematic data analysis was applied to identify recurring patterns, with direct quotes from participants grouped into key themes. The study reveals that Grade 7 learners face significant challenges such as language difficulties, oral reading difficulties, comprehension difficulties, poor concentration, and lack of interest and motivation. The study recommends that teachers develop Individual Support Plans (ISPs) to address the specific needs of learners with reading difficulties. Additionally, Continuous Professional Teacher Development (CPTD) is essential to equip teachers with the tools to adapt their instructional strategies and foster more inclusive, supportive classroom environments. This study contributes to the body of knowledge by providing a deeper understanding of reading difficulties’ causes, prevalence, and impact. It offers practical insights for refining teaching practices, improving assessment methods, and informing educational policies to enhance literacy outcomes.