Reading comprehension in the Intermediate Phase relies on five interrelated cognitive components: vocabulary, spelling, fluency, phonological awareness, and morphological awareness. Rather than teaching these in isolation, contemporary pedagogy emphasises their integration within cohesive instructional frameworks aligned with the lexical quality hypothesis, which supports building rich, interconnected lexical representations for skilled reading.

This qualitative study explores how Intermediate Phase teachers conceptualise and apply these strategies in practice. Drawing on classroom observations and semi-structured interviews with ten purposively selected teachers, the study employed thematic analysis to identify patterns in pedagogical practice. Findings reveal that instruction often remains fragmented, with limited diagnostic teaching and a predominant focus on vocabulary and fluency, while morphological and phonological awareness receive little attention. Teachers cited contextual challenges such as large classes and limited resources, which reinforce traditional, teacher-centred methods and constrain opportunities for learner engagement and critical reading.

Nevertheless, some teachers implemented promising learner-centred approaches, including thematic units integrating vocabulary and morphology, guided reading groups, and multimodal texts to enhance engagement. The study concludes that effective reading instruction requires sustained professional development that moves beyond isolated workshops, fostering teachers’ pedagogical content knowledge and context-responsive strategies. Aligning curriculum and policy to recognise all five cognitive components throughout the Intermediate Phase can support more holistic and equitable reading outcomes, ultimately empowering learners to become confident, critical readers.

Keywords: Pedagogical Strategies, Cognitive Components, Reading, lexical quality, Intermediate Phase.