This study explores the implementation of relevant teaching strategies for teaching English reading in Grade 4 within the Buffalo City Metro Education District. Grounded in a qualitative case study research design, the study employed an interpretive paradigm. Purposive sampling was used to select the Grade 4 teachers, learners and school principals from 12 circuits in the district for this paper. Data was collected through semi structured, focus group interviews and observations, analysed thematically. The study’s findings demonstrated that learners in Grade 4 struggle greatly with reading in English as a Language of Learning. The participants proposed and implemented reading strategies, including group guided reading, shared reading, Drop All And Read (DAAR), phonetic approach, summarizing, choral reading, paired reading, whole school reading, and internal school reading competitions, which they claimed were relevant and effective. This study recommends a framework to improve the use of English reading strategies, implementation of Early Grade Reading Assessment (EGRA), library buildings in schools, continuation of Nalibali, spelling bee, and a print rich environment (posters of phonics, sound words, vocabulary etc.). This study also recommends an increased time allocation for reading, prioritisation of reading across all grades, and lastly employment of permanent Reading Champions across all schools.

Keywords: Teaching strategies, English as Language of Learning and Teaching, English Reading.