Thesis (M.ED) --University of Limpopo, 2013 / There is a general outcry from the Department of Education (DoE) and universities with regard to the levels of reading/literacy of learners entering university, as the standard of reading levels seems to be a recurring issue in most of the South African schools. The problem of students’ poor reading skills in primary schools is usually carried over into secondary schools and higher education institutions as underlying cause of many students struggling to cope academically. Despite the introduction of several measures and guidelines, most learners remain functionally illiterate. In 2008, a National Reading Strategy (NRS) was put into place by the DoE: the aim of which was to promote a nation of life-long readers and life- learners. Well-developed reading skills are central to successful learning across the curriculum. The study examined the reading levels of the intermediate phase learners in the rural areas of Limpopo province. Following case study procedures, the study examined natural occurring reading of grade five learners in the intermediate phase. Collected data included observation, video tapes of learners while reading grade prescribed texts and interviews with intermediate phase educators. A descriptive quantitative discourse analysis of learners' reading and descriptive qualitative case study analysis were employed. The researcher takes the reader into the ordinary South African rural classroom, discusses findings and analysis, followed by suggested recommendations.