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It is widely known for more than 10 years that South Africa (SA) has a reading crisis. Most children fail to learn to read well and with understanding in both the Home Language (HL) and English Second Language (ESL), although nearly all learners need ESL as education medium from Grade 4 onwards. The crisis is indicated amongst others by the Progress in International Reading Literacy Study (PIRLS), in which the South African children participated in 2006, 2011 and 2016. Concerning the PIRLS 2016, Howie et al. (2017:11) indicated that less than 20% of African Grade 4 learners have reached the 40% mark, compared to 96% learners who managed to do so in 49 other countries. This means that less than 20% of African learners have ‘basic reading skills’ in Grade 4, although tested in their home languages. The fact that in the 1990s about 80% of Basotho children learnt to read their HL in Grade 1 (Cronje 1997:77, 89) indicates that the main reason for the poor literacy levels must not be ascribed to the inability of African children to learn reading, or to teachers who cannot teach reading.

New approaches and strategies for teaching African children initial reading