There is a general outcry from the Department of Education (DoE) and universities
with regard to the levels of reading/literacy of learners entering university, as the
standard of reading levels seems to be a recurring issue in most of the South African
schools. The problem of students’ poor reading skills in primary schools is usually
carried over into secondary schools and higher education institutions as underlying
cause of many students struggling to cope academically. Despite the introduction of
several measures and guidelines, most learners remain functionally illiterate. In 2008,
a National Reading Strategy (NRS) was put into place by the DoE: the aim of which
was to promote a nation of life-long readers and life- learners. Well-developed
reading skills are central to successful learning across the curriculum. The study
examined the reading levels of the intermediate phase learners in the rural areas of
Limpopo province. Following case study procedures, the study examined natural
occurring reading of grade five learners in the intermediate phase. Collected data
included observation, video tapes of learners while reading grade prescribed texts
and interviews with intermediate phase educators. A descriptive quantitative
discourse analysis of learners' reading and descriptive qualitative case study analysis
were employed. The researcher takes the reader into the ordinary South African rural
classroom, discusses findings and analysis, followed by suggested
recommendations.