Structured pedagogy in practice: Using Sepedi reading materials in rural Grade 1 classrooms

Background: Structured pedagogy programmes are increasingly implemented in low- and middle-income countries, including South Africa, to address poor early-grade literacy outcomes. These programmes combine structured lesson guidance, teaching materials and teacher coaching to strengthen classroom instruction. Despite their widespread implementation, limited research has examined how teachers use these materials in rural indigenous African language classrooms such as Sepedi. Aim: This study examines how structured literacy materials are enacted in Sepedi classrooms and how they mediate reading instruction in rural Grade 1 classrooms. Setting: The study was conducted in four rural Sepedi-medium primary schools in the Sekhukhune District of Limpopo province participating in the Room to Read Sepedi Literacy Programme. Methods: A qualitative multiple-case study design guided by Shulman’s General Pedagogical Knowledge framework was employed. Data were collected through 26 non-participant classroom observations, four semi-structured individual interviews and document analysis of the Room to Read Sepedi teacher guide, Sepedi reader and the Sepedi Home Language Curriculum and Assessment Policy Statement (CAPS). Results: Teachers relied extensively on the teacher guide and reader to organise reading lessons. Instruction typically began with revision before introducing new sounds or vocabulary. Learners practised foundational reading skills through activities such as tracing letters, reading syllables, building vocabulary and engaging with short comprehension tasks. The materials also supported inclusive classroom participation and adaptation for learners with different learning abilities. Conclusion: Structured Sepedi teaching materials supported organised reading instruction aligned with the Sepedi Home Language CAPS in rural Grade 1 classrooms. Contribution: The study provides classroom-level evidence of how instructional materials mediate reading instruction in indigenous African language classrooms.