Mulaudzi, L. M. P.Mulovhedzi, S. A.Tshidzumba, Zwanga2026-07-212026-07-212026-05-19Tshidzumba, Z. 2026. Strategies used by teachers to improve reading in the Foundation Phase. . .https://univendspace.univen.ac.za/handle/11602/3389M. Ed. in Early Childhood EducationDepartment of Early Childhood EducationReading is generally considered a critical skill, both within and beyond the classroom walls. It is an essential skill that is required for good academic performance. This study aimed to explore teaching strategies that teachers use to improve reading in the Foundation Phase. Research has shown that teaching phonics, shared reading, and guided reading are imperative in establishing strong literacy in learners. The approaches in-volve the building of phonemic awareness and decoding to promote fluency in reading. Some other research suggests vocabulary development and using technology in making reading a richer experience, which can engage and interest learners more. Additionally, the research was guided by interpretivism as the paradigm of the study. A qualitative approach, which was exploratory, was used for research. Data was collected through semi-structured interviews, classroom observations, and document analysis. The population for this research consisted of all Grade Two teachers in Nzhe-lele Central Circuit primary schools in Limpopo Province, South Africa. Also, 6 teachers from 3 purposively sampled schools were used. Thematic analysis was used to analyse data from each participant. The study findings revealed effective teaching strategies, which teachers utilise to meet the varied reading needs of their learners. Recommendations stressed the significance of employing a range of these strategies to accommodate different learning styles and enhance reading development.1 online resource (132 leaves)enUniversity of VendaAcademic performanceUCTDDifferentiated instructionReading difficultiesTeaching strategiesDissertationTshidzumba Z. Strategies used by teachers to improve reading in the Foundation Phase. []. , 2026 [cited yyyy month dd]. Available from:Tshidzumba, Z. (2026). <i>Strategies used by teachers to improve reading in the Foundation Phase</i>. (). . Retrieved fromTshidzumba, Zwanga. <i>"Strategies used by teachers to improve reading in the Foundation Phase."</i> ., , 2026.TY - Dissertation AU - Tshidzumba, Zwanga AB - Reading is generally considered a critical skill, both within and beyond the classroom walls. It is an essential skill that is required for good academic performance. This study aimed to explore teaching strategies that teachers use to improve reading in the Foundation Phase. Research has shown that teaching phonics, shared reading, and guided reading are imperative in establishing strong literacy in learners. The approaches in-volve the building of phonemic awareness and decoding to promote fluency in reading. Some other research suggests vocabulary development and using technology in making reading a richer experience, which can engage and interest learners more. Additionally, the research was guided by interpretivism as the paradigm of the study. A qualitative approach, which was exploratory, was used for research. Data was collected through semi-structured interviews, classroom observations, and document analysis. The population for this research consisted of all Grade Two teachers in Nzhe-lele Central Circuit primary schools in Limpopo Province, South Africa. Also, 6 teachers from 3 purposively sampled schools were used. Thematic analysis was used to analyse data from each participant. The study findings revealed effective teaching strategies, which teachers utilise to meet the varied reading needs of their learners. Recommendations stressed the significance of employing a range of these strategies to accommodate different learning styles and enhance reading development. DA - 2026-05-19 DB - ResearchSpace DP - Univen KW - Academic performance KW - Differentiated instruction KW - Reading difficulties KW - Teaching strategies LK - https://univendspace.univen.ac.za PY - 2026 T1 - Strategies used by teachers to improve reading in the Foundation Phase TI - Strategies used by teachers to improve reading in the Foundation Phase UR - ER -