Abstract:
This study aims to examine and understand the possible relationship between reading instruction strategies and Grade 4 reading literacy using the PIRLS Literacy 2016 data specifically the PIRLS processes of comprehension. When teachers deliberately use different teaching strategies, with the support of the Department of Basic Education, this could help to improve learners’ reading comprehension. As measured on two scales namely, Straightforward inference scale and the Interpret and Integrate Ideas and information scale, this study focused on specific variables from the PIRLS Literacy 2016 South Africa study, from the teacher and school questionnaires. Secondary data analysis was used with multiple regression analysis to measure the relationship between the reading literacy instructional strategies and Grade 4 reading literacy achievement. This study used the PIRLS 2011 framework as the conceptual framework for this study. This framework aims to give a clear understanding of how the different reading instructional strategies affect learners within the classroom and school context. This study found that one reading strategy, Determine the author’s perspective or intention, was statistically significant for both the scales of reading achievement. This study highlights the important role learners' socio-economic status plays in their day-to-day education.
