This Master's Thesis deals with the Morning Letter from the program Step by Step as a possible tool for developing reading literacy. The theoretical part deals with the definition of reading literacy, the individual components and its anchoring in the Framework Education Program for Elementary Education. Thesis compares the key competences set out in the Framework Education Program for Elementary Education with reading literacy and explains their relationship and the importance of their equal development. It also describes one of the key program in this area, the program Reading and Writing for Critical Thinking, and its methods of developing reading literacy. It also deals with program Step by Step and the development of reading literacy as its component. Thesis focuses mainly on the Morning Letter as a possible reading strategy. The practical part is based on observations and interviews with teachers from the program Step by Step and their experience with Morning Letters and which forms of them are confirmed to be useful and how is perceived its overlap in reading literacy. It also includes a set of Morning Letters applied in mainstream class and their analysis and reflection in terms of reading literacy. Based on this analysis thesis it also contains a few designs of Morning Letters emerging...

This study investigated the challenges faced by Intermediate Phase learners in reading in English in Mondlo Ward Vryheid District. It further explored factors that affect learners’ reading. The sample consisted of 36 learners who are poor readers. These learners were selected from educators’ reading assessment record sheet. It also consisted of nine English language educators with a minimum of five years post-qualifying experience, principals of selected schools because they are curriculum managers at school level and one English language subject advisor. The study focused on three primary schools in Mondlo ward Vryheid District, which were selected through a purposive sampling technique. Qualitative research was chosen as the research method, with phenomenology as the research design. Data collection instruments consisted of structured observation schedule, unstructured in-depth interviews and focus group discussions. Interviews were conducted in participants’ schools. The focus group discussions were conducted with learners and educators soon after the unstructured interviews at the participants’ schools. The subject advisor was interviewed in her respective office. Data analysis consisted of a thematic approach. Common themes were identified in participants’ responses. The findings highlighted factors which cause learners’ reading problems. The factors include various physical factors, little attention to reading skills, lack of print-rich environment, insufficient reading time, poor teachers’ and learners’ communicative competence in English as the Language of Learning and Teaching. Educators were of the view that repeated curriculum changes within a short period of time without proper training of educators has an effect on learners’ reading performance. The study revealed that reading is adversely affected by the poor learning conditions in which learners find themselves in because there was a strong relationship between socio-economic factors and reading ability. On that account, the implication is that reading will not improve in Intermediate Phase learners if learning conditions do not improve. The study recommends that the Department of Education pay more attention to pre-service and in-service training of educators so that educators are more knowledgeable in all reading components. / Inclusive Education / D. Ed. (Inclusive Education)