Exploring the Unconventional: The Case for an Extensive Reading Approach in the Foundation Phase in South African Primary Schools

Abstract

Research on extensive reading (ER) has provided important insights into how ER interventions can improve language learning, motivation to read, and positive reading attitudes. However, very few studies on ER have been conducted in South Africa, particularly in primary schools. Thus, this systematic review aimed to critically examine the available findings to determine whether the ER approach is effective in the South African context for improving reading in the Foundation Phase (FP). This qualitative review identified how ER is implemented and the benefits reported in national and international primary school contexts over the past decade (2013–2023) using three databases, namely Google Scholar, Scopus, and the Educational Resources Information Centre (ERIC). Twenty-three articles were extracted and analysed using a thematic analysis approach. The study’s findings indicate that ER yields both cognitive and affective advantages for early reading development, including gains in vocabulary, comprehension, reading motivation, and reading fluency. Recent evidence further highlights the urgency of identifying effective early reading interventions in South Africa, strengthening the relevance of this review. This systematic review is valuable to researchers and educators as it offers deeper insights into ER and its benefits in the primary school context while identifying research gaps in this area. The study demonstrates how ER can be valued and viewed as a pedagogical approach to nurture reading in the FP. Thus, future research should investigate the full application of this pedagogy in FP classrooms in South Africa.