The effect of orthography on learning to read in Xitsonga

African indigenous languages use their own unique orthographic writing system, with some using a simple syllabic structure consisting of one-to-one bidirectional mappings between graphemes and phonemes. It is often assumed that the transparent nature of African languages, such as Xitsonga, makes learning to read easier for children. However, research has shown that learners can still perform poorly in reading despite the regularity of the orthographic system. This article investigates the effect of orthography on learning to read by analysing Xitsonga Grade 1 learners’ performance on word reading and oral reading fluency measures. A quantitative approach was used to test 75 Grade 1 learners’ accuracy and fluency in reading out-of-context and in-context words. Data from testing learners was analysed quantitatively using descriptive and inferential statistics. The findings revealed that while the orthographic structures and features of Xitsonga have implications for reading development, its complex features (digraphs, trigraphs, four-letter and five-letter consonant blends) pose challenges for early reading development. These findings emphasise the need for targeted instructional strategies to address orthographic complexities in the foundation phase. The study contributes to a growing body of literature calling for contextually grounded reading instruction in African languages, challenging the assumption that transparency alone ensures reading acquisition.