This study explores the pedagogical practices employed by teachers in intermediate phase (grades 4-6) reading instruction in South African classrooms and assesses their impact on learners' reading proficiencies and overall learning outcomes. A qualitative research approach was adopted, involving a comprehensive review and analysis of existing literature and secondary data. The study reveals significant gaps in teachers' pedagogical content knowledge and inconsistencies in reading instruction practices across classrooms. Key themes that emerged include the limited application of evidence-based reading theories, inadequate response to learner diversity and multilingualism, and the influence of socio-economic factors on reading acquisition. The findings suggest that current teacher training programs and curriculum policies do not adequately equip educators with the necessary skills and knowledge to effectively teach reading comprehension. Furthermore, the study highlights the need for culturally responsive pedagogies that acknowledge learners' diverse linguistic backgrounds and activate their prior knowledge. Recommendations include explicit teaching of reading strategies, intentional allocation of time for reading activities, empowering parents as partners in literacy development, and aligning policy expectations with classroom realities and lastly making the option available to learn English in either Home or Additional language. The study concludes that transforming reading outcomes in South Africa requires a multi-faceted approach that addresses teacher knowledge gaps, recognizes contextual challenges, and fosters a culture of reading across all spheres of society.

Keywords: Teacher pedagogy, reading instruction, intermediate phase, pedagogical content knowledge.