Interrogating Reading Levels among Grade 7 Learners in Under performing Rural Primary Schools in Lupane District

Quality education is one of the major determinants of individual and community development in the contemporary world. Premised on this argument, underdevelopment which is the main feature of rural communities the world over, is mainly attributed to poor educational provision. Furthermore, a record of persistent academic underachievement leads to a negative attitude by communities toward educational issues hence quality educational outcomes remain elusive. This study is a preliminary part of a wide study which is aimed at improving academic performance in rural settings, particularly Lupane district. The focus of this preliminary study was to identify reading difficulties in rural grade seven learners and institute intervention measures. The study is grounded in the generative theory of rurality and is informed by the transformative research paradigm. The case study design was employed for this study and a total population comprising grade seven learners from the 57 under performing schools in Lupane district with a targeted population of 381 learners and 10 teachers. Tests were employed as instruments for assessing learners’ reading abilities. The intervention strategies which were instituted for a period of 4 years were based on results obtained from tests initially administered torandomly sampled grade seven learners. When it emerged from the tests that most grade seven learners were reading below their grade level, teachers were equipped with relevant skills, and the community was mobilized to work towards achieving the same goal. After some intervention, preliminary findings revealed that some schools had moved out from the zero percent pass rate bracket. The study recommends more stakeholders’ motivation so that all schools in the district achieve quality educational outcomes.