Orthographic Challenges Encountered by Fourth-Grade English Language Learners in a Rural-Based South African Primary School

Abstract

The significant role of orthographic competence in the mastery of essay writing and reading ability by fourth-grade learners has been overlooked by teachers in the context of English being taught as an additional language. This research focused on assessing the orthographic competence of Grade 4 learners and exploring potential solutions. Using a qualitative approach, 16 Grade 4 learners and three educators were purposefully selected as participants. The study revealed that most Grade 4 learners struggle with orthographic challenges in their written essays, with mistakes falling into five categories: capitalization, substitution, word spacing, addition, and omission. Educators cited the lack of access to a library and inadequate emphasis on phonemes and graphemes in the English language as contributing factors. Additionally, the dominant use of the educators’ native language during English lessons and the absence of spelling bee competitions were identified as barriers to orthographic proficiency. It was concluded that learners struggle to correct these mistakes on their own. The implication of this study is that it underscores the practical importance of orthographic competence in essay writing. The study’s recommendations, which include implementing frequent dictation activities and emphasizing rules on capitalization, compound words, letters, and syllables, provide practical solutions for addressing orthographic challenges in English education.