Abstract:
The Examiners' Reports from the Examinations Council of Lesotho have highlighted a concerning
pattern of consistent decline in English Language proficiency among high school learners,
particularly in the area of Reading Comprehension. In response to this issue, an action research
case study was undertaken to investigate the efficacy of reading clubs as an intervention aimed at
enhancing reading comprehension skills among high school students in Lesotho.
This study was informed by Vygotsky's sociocultural theory of learning and employed a mixed
methods research approach. Data collection methods included focus group interviews, one-on-
one interviews, classroom observations, document analysis, documentary evidence and the
maintenance of a reflective journal. The collected data was analysed through a thematic analysis
conducted inductively.
As an intervention study, the effectiveness of reading clubs in improving reading for
comprehension was assessed through a pre-test, an intervention test, and a post-intervention test.
The study's findings indicate that reading clubs can indeed be effective tools for enhancing reading
comprehension skills among high school students. Furthermore, the results shed light on some of
the potential factors contributing to the persistently poor performance in Reading Comprehension
at the high school level in Lesotho.
In light of these findings, this study strongly recommends the implementation of reading clubs in
schools as a means to enhance reading comprehension among high school students in Lesotho.
