Many educationists have noted that learners learn to read by reading — much in the same way
as they learn any other skill: by doing it and enjoying what they do. This one-year intrinsic case
study of Bulembu Lower & Higher Primary School focused on six intermediate phase pupils
(Grades 4 to 6). The paper reports on the use of an enhanced Extensive Reading (ER) project
aiming to improve learners’ literacy. The study was conducted through resource-auditing, pre?post case study interviews, and providing plenty of opportunities to access reading materials
that pupils enjoy reading in a relaxed atmosphere such as fairy tales, folk tales, novels, plays, poetry and media journals (print, audio & visual). The study generated video recordings,
classroom corner libraries, translatability, book reports, continuous assessment, long-term
intrinsic motivation for reading, and a comprehensive extensive reading project report.
Theoretically, the social constructivist theory, in line with Project-Based Learning (PBL) as a
holistic framework, informed the study. The study has already revealed that if English First
Additional Language learners (EFAL) read age-appropriate, attractive, contemporary reading
material, and follow various strategies, their communication skills and academic reading and
writing competence will improve.