This study investigated the factors affecting the teaching of English reading skills in a second
language of Grade 3 learners in three primary schools, in Ongwediva town of Oshana Regional
Education Directorate in Northern Namibia. It also investigated methods and approaches that
were used to promote the teaching of reading in English as a second language and the linguistic
environment of the classroom in which the teaching of reading occurs. Classroom environments
were observed and telephonic interview was conducted with the circuit inspector of the three
schools selected. Individual interviews were also done with the principals, Grade 3 teachers and
Grade 3 learners of the three chosen schools. Focus group interview was also done with the
same Grade 3 teachers.
This study found out that insufficient reading books, poor teaching methods, insufficient
teachers’ and learners’ interactions and overcrowded classrooms were some of the factors that
made the teaching of reading unsuccessful. From the interviews of the circuit inspector,
principals and teachers it was revealed that inadequate teacher training workshops for teachers
teaching English reading, lack of parental involvement, low budget allocation to Primary
Education and lack of reading capacity in vernacular affected the teaching of reading negatively.
The outcome of learners’ interviews indicated that phonemic awareness and lack of
comprehension created reading problems.
Given the factors referred above, it is recommended that more interesting readers should be
purchased to solve the shortage of reading materials. In addition, more effective teachers’
workshops should be given to strengthen the teachers’ approaches to reading skills development
for Grade 3 learners.