HOPEACADEMY
INC4804
Assessment 04
Portfolio of Evidence. (PoE)
06 November 2025
2025
Question
Design a comprehensive plan to support a learner who is
experiencing barriers in reading and writing.
0 7 6 4 0 3 1 2 2 9
, INC4804 Assessment 04
Portfolio of Evidence. (PoE)
Question
Design a comprehensive plan to support a learner who is experiencing
barriers in reading and writing.
Many learners in South African classrooms experience barriers in reading
and writing. These barriers can come from language differences, learning
difficulties such as dyslexia, poor home literacy environments, or emotional
and social problems. According to the Department of Basic Education (DBE,
2014), teachers are responsible for identifying these barriers early and
providing appropriate support so that all learners can participate and
achieve success.This plan aims to design, implement, and reflect on a range
of support strategies for a learner who struggles with reading and writing in
the Foundation Phase. It includes curriculum adaptations, teaching
methods, classroom support, and collaboration with parents and
professionals. It also provides a reflection on the teacher’s own role in
supporting inclusive learning.
2. Understanding the Learner’s Barrier
The learner in this plan is a Grade 3 child who shows great interest in school
but struggles to read fluently and to write full sentences. The learner often
mixes letters, omits words, and reads very slowly. During written tasks, the
learner becomes anxious and gives up easily. After informal assessment and
observation, it appears that the learner has a mild reading and writing
difficulty, possibly related to phonological processing or limited exposure
INC4804
Assessment 04
Portfolio of Evidence. (PoE)
06 November 2025
2025
Question
Design a comprehensive plan to support a learner who is
experiencing barriers in reading and writing.
0 7 6 4 0 3 1 2 2 9
, INC4804 Assessment 04
Portfolio of Evidence. (PoE)
Question
Design a comprehensive plan to support a learner who is experiencing
barriers in reading and writing.
Many learners in South African classrooms experience barriers in reading
and writing. These barriers can come from language differences, learning
difficulties such as dyslexia, poor home literacy environments, or emotional
and social problems. According to the Department of Basic Education (DBE,
2014), teachers are responsible for identifying these barriers early and
providing appropriate support so that all learners can participate and
achieve success.This plan aims to design, implement, and reflect on a range
of support strategies for a learner who struggles with reading and writing in
the Foundation Phase. It includes curriculum adaptations, teaching
methods, classroom support, and collaboration with parents and
professionals. It also provides a reflection on the teacher’s own role in
supporting inclusive learning.
2. Understanding the Learner’s Barrier
The learner in this plan is a Grade 3 child who shows great interest in school
but struggles to read fluently and to write full sentences. The learner often
mixes letters, omits words, and reads very slowly. During written tasks, the
learner becomes anxious and gives up easily. After informal assessment and
observation, it appears that the learner has a mild reading and writing
difficulty, possibly related to phonological processing or limited exposure
