Abstract:
Children who cannot read and write are a concern for both parents and teachers. The purpose of the study was to explore the challenges faced by teachers in teaching dyslexic children at intermediate phase in mainstream schools in the District of Vhembe, in Limpopo Province of South Africa. A qualitative research approach was utilised for the study. Semi-structured interviews were used to gather data from the teachers in the mainstream schools. The population of this study comprised of teachers who teach dyslexics and other children at intermediate phase in the mainstream public primary schools in the Dzindi Circuit of Vhembe District in Limpopo Province. Purposive sampling was used to select twenty four teachers who had a minimum of three years teaching experience from the eight schools under study. Data was analysed thematically. Major findings of the study are as follow: challenges faced by dyslexic children on identified competencies such as writing, reading, carrying instructions and confidence; their ability to recall information; parental involvement and overcrowded classrooms. The study recommends the effectiveness of teachers in using the differentiation method to help dyslexic children, availability of physical resources in the form of classrooms and learning materials, community awareness, in-service training for teachers and collaboration among the teachers, learners and parents.
