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Background: South African-structured reading programmes have been implemented in schools in South Africa. The Early Grade Reading Study (EGRS) is an education triple cocktail programme, which attempts to improve home language reading in a number of schools. Aim: The objective of this research was to find out how the educators involved in the implementation of the triple cocktail intervention programme enact the implementation of the lesson in the classroom. The second objective was to ascertain whether there were any effects in improving the teachers' knowledge and skills bringing about changes to their practice. Setting: The context of the study were four primary schools from the North West province that participated in the EGRS study. Foundation Phase teachers from these schools where the home language is Setswana were selected to be the participants of this study. Methods: A case study approach using an interpretive paradigm provided an empirical comparison of the effects of different types of implementation that can affect the outcomes of the programme. Foundation Phase teachers from four schools participating in the EGRS were observed in their classrooms and interviewed to gather data. Results: The Guskey’s model for teacher change was used to analyse the data, focusing on teacher change and the professional development of teachers. Conclusion: The results indicate that enactment of new approaches to early grade reading teaching can happen in four different ways. Teacher change occurs gradually and within a paradigm of mentoring and coaching.

The triple cocktail programme to improve the teaching of reading: Types of engagement