Many South African schools lack functional libraries and have limited access to culturally and linguistically age-appropriate reading materials, particularly in the Foundation Phase. These constraints significantly hinder the development of a reading culture and limit opportunities for learners to engage with books in and out of school. Such environments diminish the potential for early literacy development and affect children’s cognitive and affective engagement with reading. Recognising these challenges, this study undertook a systematic review of literature to explore the potential of Buddy Reading (BR) as a strategic approach to supporting literacy in the early years of schooling. The aim was to critically examine the effects of BR on young learners’ reading development, particularly in under-resourced educational settings. The systematic review method enabled a structured and comprehensive analysis of peer-reviewed studies on BR interventions implemented in early childhood and primary school contexts internationally and in South Africa. The inclusion criteria focused on studies that assessed BR's influence on literacy outcomes, both cognitive (such as phonemic awareness, vocabulary development, comprehension, and fluency) and affective (such as motivation to read, confidence, and attitudes towards reading). The review drew from studies that used diverse research designs, including qualitative, quantitative, and mixed methods, offering a robust picture of how BR strategies have been theorised and operationalised in various contexts. Findings from the review indicate that, when implemented thoughtfully and consistently, BR can play a significant role in enhancing literacy outcomes. Cognitively, BR facilitates improved word recognition, reading fluency, and comprehension through peer modeling, scaffolded support, and opportunities for repeated reading in a low-pressure setting. Affective outcomes include increased learner confidence, stronger peer relationships, and more positive attitudes towards reading. These are factors that are especially valuable in cultivating a sustained interest in reading among young learners. Furthermore, the findings suggest that BR can contribute to a more inclusive and participatory classroom culture, allowing learners of differing abilities to support each other meaningfully. The study also highlights the critical conditions necessary for BR’s success, including age-appropriate text selection, structured guidance from educators, intentional pairing of learners, and ongoing support and monitoring. In contexts like South Africa, where educational inequalities and resource constraints persist, BR offers a low-cost, scalable, and pedagogically sound strategy to bridge gaps in literacy development. Based on the synthesis of findings, the study advocates for the integration of BR into the Foundation Phase curriculum as a core literacy practice embedded within a broader framework of reading instruction. Such integration requires teacher training, curriculum alignment, and community engagement to ensure sustainability and effectiveness. Ultimately, this study contributes to the growing body of literature emphasising the role of peer-mediated strategies in literacy development and supports the call for innovative, contextually relevant approaches to nurturing a reading culture in early childhood education.

Keywords: Buddy Reading, literacy development, foundation phase, peer-mediated learning, systematic review, South African Education.