Grade 3 learners’ imagined identities as readers revealed through their drawings

Abstract

There has been limited attention towards the affective aspect in literacy development; yet, reading attitude, an affective component, is a significant element within literacy instruction. This makes a compelling case for investigating Grade 3 learners’ attitudes towards reading. In this study, a situational analysis was conducted as Phase 1 of the research process before implementing a responsive reading programme at a primary school in Grahamstown, South Africa. In an effort to explore Grade 3 learners’ attitudes, experiences and perspectives about reading, the study adopted the use of drawings, which is a child-centred approach. Learners were required to draw their perspectives or experiences about reading. In analysing the drawings, a range of semiotic theorists were integrated. Findings of the study indicate that by using drawings as a methodological tool, learners were able to provide detailed insights about their daily experiences with reading, attitudes towards reading and their varied individual views about reading. Such information gathered was vital for future consideration when implementing a responsive and extensive reading programme.