As South Africa grapples with an escalating literacy crisis, a recent spotlight on early-grade reading reveals alarming statistics that underscore urgent action is needed. According to UNESCO, children learning to read in a language they are familiar with are 30% more likely to comprehend their reading before they reach high school.

Yet, in South Africa, a staggering 81% of Grade 4 learners are unable to read for meaning, a situation compounded by findings from the Progress in International Reading Literacy Study (PIRLS 2021).

This crisis has far-reaching implications, with the 2030 Reading Panel established by the government in 2022 reporting that by Grade 6, nearly 70% of learners lack proficiency in Afrikaans or English—the primary languages of learning and teaching.

Speaking at the Dialogue on Entrepreneurship Education, Basic Education Minister Siviwe Gwarube described this state of affairs as “not just a reading problem; it is an educational emergency.”

Educational psychologist Seago Maapola concurs, emphasising that the inability to read with understanding adversely impacts academic performance across all subjects, perpetuating cycles of inequality.

“Children who cannot read with meaning by Grade 4 are unlikely to keep pace with academic expectations,” cautions Maapola.

The consequences are dire: a child’s ability to read and write is not only fundamental to personal development but essential for economic progress in South Africa.

The importance of home-language reading

Maapola highlights the critical role of home-language reading in early education. “Reading in their home language affirms children’s cultural identity, which helps build their confidence,” she explains. “When children read in their mother tongue, they’re not just absorbing words; they are learning who they are.”

The crisis is evident beyond Grade 4, with a 2022 South African Systemic Evaluation revealing that 70% of Grade 6 learners are unable to read at grade level in their chosen language of learning. Moreover, the 2030 Reading Panel reports that 80% of Grade 3 learners cannot comprehend their reading material.

Addressing the problem early

Interventions in reading before the foundation phase are deemed crucial by experts. Maapola stresses the need for access to early learning programmes, pointing out that approximately 1.15 million children aged three to five are not enrolled in any kind of early learning initiative, as noted in the SA Early Childhood Review 2024.

Even among those enrolled, many lack the necessary resources and support, with fewer than half of four- to five-year-olds meeting developmental milestones in language and problem-solving skills according to the Thrive by Five Index 2024.

Access to books and regular storytime can potentially prevent difficulties later on. However, this is hindered by limited availability of resources; the ECD Census 2021 found that merely 61% of early childhood development programmes possessed at least ten children’s books, and just 56% provided age-appropriate materials.

Corporate partnerships making a difference

Corporate and non-profit partnerships can help address these deficiencies. Wimpy, in alliance with children’s online publisher Ethnikids, has initiated literacy campaigns since 2022, focusing on developing and distributing local folktales and multilingual storybooks accessible to children and families throughout the country.

This year, during Literacy Month, the “Read with Wimpy” initiative collaborates with Ladles of Love to donate 6,000 multilingual and multicultural books to under-resourced early childhood development centres. Jodi Law, Wimpy’s brand manager, reflects, “It was through our children’s campaigns that we recognised the urgency of the literacy crisis, noting a clear demand for relatable, home language books.”

Law elaborates on the partnership: “By working with Ladles of Love, we can host literacy sessions and distribute reading materials in ECD centres across Northern and Western Cape and Gauteng.” Programme director Yolanda Jones adds that reading not only equips children for academic success but also opens doors to exploration and new opportunities.

While corporate initiatives are instrumental in bridging resource gaps, Maapola insists that lasting change demands collective responsibility. “With eight out of ten ten-year-olds unable to read for meaning, even five minutes of reading—preferably in their home language—could significantly enhance literacy and comprehension,” she concludes.

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