English Reading Experiences of Grade One Learners: A Case of Tsholotsho District Rural Primary Schools in Zimbabwe

This study explored the English reading experiences of Grade 1 learners in rural primary schools in Tsholotsho District, aiming to uncover the prevalent experiences, challenges, and targeted interventions. A qualitative approach was adopted, employing a case study design with a sample of 50 Grade 1 learners and 10 teachers from five primary schools. Research instruments included observing learners reading 50 English words and semi-structured interviews with teachers. The words were assessed using the Dale-Chall Readability Formula to ensure suitability for Grade 1 level. Systematic coding and thematic analysis were applied to the qualitative data. To ensure credibility and trustworthiness, member checks and data triangulation were employed. Permission was obtained from the Ministry of Primary and Secondary Education. Observations revealed limited word reading ability, infrequent use of reading strategies, and reluctance to seek help among learners. The study recommends explicit instruction in reading strategies, creating a supportive learning environment, and promoting engagement through interactive activities. A comparative study is suggested to compare English reading experiences and outcomes between rural and urban settings, identifying potential disparities and informing targeted interventions tailored to specific contexts.