Research around early-grade reading has underscored the importance of early-grade reading instruction in determining future reading success. The latest PIRLS results revealed that 81% of Grade 4 learners in South Africa cannot read for meaning in any language. Of relevance to this study are findings from the Early Grade Reading Study which highlights learners in Grade one and Grade two are exiting with insufficient alphabet knowledge, emphasising the need to address this gap. Given the importance of foundational alphabetic knowledge in shaping future reading ability, there is an urgent need to refocus our attention on the instruction of the foundational skills required for reading acquisition. Therefore, this qualitative study examines the Curriculum Assessment Policy Statement (CAPS) to assess its approach to the instruction of alphabet knowledge. CAPS are policy documents that guide learning and teaching in South African schools for all subjects from Grade R to 12. This study employs a comprehensive document analysis of the CAPS English Home Language curriculum for the Foundation Phase (Grades R-3) to examine how the document addresses the teaching of the alphabet. It aims to assess whether the policy recommendations effectively support teachers in developing learners' alphabet knowledge and align with the practical needs of classroom instruction. By exploring alphabet instruction through the lens of the CAPS document, the study identifies potential gaps between theory and practice, ultimately informing instructional strategies. Findings from this study suggest the re-evaluation of the CAPS document. It is recommended that the CAPS document should include more explicit, practical strategies for teaching the alphabet knowledge. Teachers must have clear and specific guidelines of the alphabet knowledge that they are expected to teach as well as the evidence-based strategies for effective instruction. Other recommendations include a focus on pre-service teacher education programs, ensuring that pre-service teachers are adequately prepared to teach alphabet knowledge. The study also recommends in-service teachers re-evaluate their alphabet teaching strategies. Addressing these gaps will enhance the teaching and learning of foundational reading skills, improving overall literacy outcomes in South Africa.

Keywords: Early Grade Reading, CAPS, Foundation Phase, alphabet knowledge, South Africa.