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South African teachers of the Foundation Phase in rural primary schools are concerned and nervous and eventually find themselves in a predicament regarding the implementation of the National Reading Strategy. Approximately, 50% of the learners experience reading difficulties when they transit from the Foundation Phase to the Intermediate Phase. This may be attributed to the teachers’ lack of training, in- service training and workshops on the implementation of the NRS. The purpose of this study was to investigate the challenges experienced by Foundation Phase teachers regarding the implementation of the NRS in the primary schools of Dikgale area, Limpopo Province, South Africa. The study followed a qualitative research approach wherein a cross-sectional design was adopted. Ten (10) teachers from five mainstream primary schools were requested to take part in the study. Data was collected through interviews, observations and document analysis. Data was analysed using a thematic content analysis, which involved identifying common themes that emerged from the collected data. The preliminary findings were as follows: (a). Lack of teacher training in the form of workshops on National Reading Strategy, (b). The problem encountered in the interpretation of the National Reading Guidelines and (c). The attitude towards the implementation of the National Reading Strategy.
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