A Passion for Literacy Keeps Pages Turning for Young Learners in UKZN Study

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In a lively Grade 3 classroom, where songs, stories and imagination bring words to life, Ms Nokwethemba Zikalala found the inspiration for a journey that would shape her career and her research.

Now graduating cum laude with a Master’s degree in Teacher Development Studies from the University of KwaZulu-Natal (UKZN), her story is one of reflection, resilience and a deep commitment to helping young learners discover the joy of reading.

Zikalala’s research journey is rooted in her own childhood. As a Grade 3 learner, she struggled with reading and recalls feeling disconnected from a system that did not fully support her needs.

“I realised I was not a failure,” she reflects. “I simply lacked a supportive reading culture.” That realisation would later shape both her teaching philosophy and her research focus.

Now a dedicated teacher, Zikalala witnessed similar challenges among her own Grade 3 learners. Concerned about their reading proficiency and the long-term impact on their academic success, she set out to explore how a reading culture could be effectively cultivated in the classroom. “If learners are not supported early, they face difficulties later, especially when they are expected to read with comprehension,” she explains.

Her research, ‘Creating a Reading Culture in Grade 3: A Teacher’s Self-Study’, emphasises the importance of understanding learners’ needs, interests and perspectives. For Zikalala, creating a reading culture goes beyond simply teaching literacy skills; it involves building an environment where learners feel motivated, supported and excited to read. “It means listening to learners and teaching reading in a way that speaks to them,” she says.

Central to her approach is the idea that teachers must model a positive attitude towards reading, while also allowing learners autonomy in choosing what they read. By incorporating songs, games and creative activities into her lessons, Zikalala transformed her classroom into a vibrant and engaging space. The results were remarkable: learners became more enthusiastic, participation increased, and academic performance improved in both isiZulu and English.

One of the most powerful aspects of her research was the role her learners played in shaping her understanding. “They taught me to listen,” Zikalala says. In one activity, learners created collages reflecting their reading interests. “Many told me I did not always allow them to read what they liked. That changed everything.”

Zikalala’s journey was not without challenges. Balancing her responsibilities as a teacher with the demands of postgraduate study required discipline and careful time management. Limited internet access and connectivity issues added further obstacles. Yet, through perseverance and determination, she found ways to adapt and continue. 

She credits much of her success to the support she received from her supervisor, Dr Ntokozo Mkhize-Mthembu, whose guidance and encouragement were instrumental throughout her research journey. She also acknowledges the influence of her ‘critical friends’, the colleagues who provided valuable feedback and helped refine her thinking.

Beyond academia, Zikalala draws inspiration from her uncle, who nurtured her love for reading from a young age. Through patience, encouragement and consistent support, he helped her build the confidence she now instils in her own learners.

For Zikalala, this achievement belongs not only to her, but to her students.

“I dedicate this milestone to my learners,” she says proudly. “Without their participation and honesty, this research would not have been possible.”

As she celebrates this important chapter, Zikalala hopes her work will inspire other educators to rethink how reading is taught in early grades. 

Words: Lorna Charles-Wright

Photograph: Sethu Dlamini