THE closing of schools during the Covid-19 pandemic had a negative impact on the reading ability of Mzansi pupils.
Only 19% of grade 4 pupils can read for meaning and understanding.
Since the outbreak of the pandemic, education systems around the world were disrupted for two years, affecting mostly vulnerable pupils.
This was stated by the Director of National Assessments, Mark Chettyon in Tshwane on Sunday morning, 18 June. He was presenting the results of the Progress in International Reading Literacy Study (PIRLS) and the Early Leaning National Assessment (ELNA) conducted by the Department of Basic Education.
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His remarks were part of Minister of Basic Education Angie Motshekga's report on the latest developments in the field, including, but not limited, to reading literacy.
Chettyon attributed Covid-19 to the low number of pupils who can read and said the pandemic has increased inequalities and worsened an already existing education crisis.
At historically disadvantaged schools, about 70% of a year's worth of reading would be lost by 2020, he added.
Chettyon said:
Echoing Chettyon's words, Motshekga said South Africa, like virtually all countries, experienced a decline in primary reading achievement due to pandemic-related school suspensions.
"The magnitude of our declines related to the pandemic is not surprising. South Africa was among the countries most active in examining the impact on learning outcomes during the pandemic.
"The results we are now seeing in the PIRLS study are consistent with previous findings. All of this is concerning and shows the government's focus on reading development in the primary school phase," said the minister.
While acknowledging that not all pupils struggle to read and write, Motshekga stressed that early learning is a fundamental stage in a child's educational journey.
"We need to recognise that learning does not start at grade R or grade 1. It starts at zero. So, there are measures that the department can take, but parents and caregivers also have a crucial role to play because they are a child's first and most important teachers in the early years," she said.
In addition, chief director of Foundations for Learning, Kulula Manona assured the public that plans to improve literacy have been implemented in all provinces, such as reading benchmarks for 10 languages, reading studies for the first grades, and "Read to Lead" campaigns.
