Quantitative analysis highlights weak correlation between reading strategies and performance in Key Stage 1 learners, suggesting broader factors at play.
Key Points
Reading strategies are consistently implemented, notably phonics-based instruction and scaffolding, in classrooms across the district.
CRLA assessments classified 97% of Grade 2 classes as 'Grade Ready', showing strong reading proficiency levels among learners.
Employing a quantitative descriptive-correlational research design revealed only sight word reading strategies had a weak positive correlation with learner performance.
Recommendations include enhanced professional development and tiered interventions to improve literacy instruction outcomes for learners with challenges.