© IJARW | ISSN (O) - 2582-1008 July 2021 | Vol. 3 Issue. 1 www.ijarw.com IJARW1505 International Journal of All Research Writings 22 READING TO LEARN (RTL) PEDAGOGY: A TOOL FOR ACCELERATING LANGUAGE PROFICIENCY AND READING FOR COMPREHENSION IN A PRIMARY CLASS IN NAMIBIA. Tawanda Wallace Mataka 1 , Tawanda Mukurunge 2 , Takura Bhila 3 1 National University of Lesotho 2,3, Limkokwing University of Creative Technology Lesotho ABSTRACT Reading to Learn pedagogy seem to be providing the most needed solutions towards educational achievement across the curriculum from primary school to the university. However, across grades, the teaching of reading is not given the attention it deserves from primary to university because of misaligned assumptions. It is at the backdrop of this assertion that this paper argues that Reading to Learn pedagogy can be the solution to the failure to read to learn experienced across the education spectrum especially in the primary and secondary education sector. This study was informed by Vygotsky’s sociocultural theory, Halliday’s systemic functional theory and Bernstein’s pedagogic discourse. This is mixed method research from which data was generated through action research, structured interviews, questionnaires, and journaling, posttest and pretest activities. Data was analysed and presented into themes and statistical analysis in the form of bar graphs. It is established from the research that reading to learn pedagogy can be the solution to reading to learn challenges manifesting themselves in a Namibian primary school and other similar environments. Keyword: reading to learn, pedagogy, curriculum, sociocultural theory, comprehension 1. BACKGROUND This study was conducted at a Christian school that follow an American Bible –based curriculum called Accelerated Christian Education (ACE) aligned with the Namibian school curriculum. (ACE) educational philosophy applauds individualized, self-paced learning based on the principle of mastery learning. Learners use biblical instructional work books called PACES which are prescribed in accordance with their performance level. Besides, the school being a private school, it caters for all learners from all walks of life thus: from working class, middle class as well as Orphans and Vulnerable Children (OVC) who fit the criteria of the topic under investigation.The study was carried out with a grade 5 class at a private school in Namibia comprising of 28 learners from which 10 were selected predicating on their first term reading and comprehension texts marks. Grade 5 being the first entry grade from the upper primary phase in to the Namibia Standardized Assessment Tests (NSATs) had the largest number of poor comprehension performance. Therefore, the targeted population gave me the liberty to generate relevant data to measure the effectiveness of RtL as an intervention for reading comprehension enhancement. 2. STATEMENT OF THE PROBLEM Shihab (2011) argues that reading is a process of thinking actively in order to unlock or understand the idea an author portrays. It involves connecting an author’s idea to what one already knows and appropriately coordinating all the ideas for usage. Interpreting, connecting and organizing both the author and reader’s ideas requires skills and ability on the part of the reader. Reading therefore, could be defined as a receptive skill, which involves the ability to interpret or decode, printed symbols. This process does not take place without the knowledge of reading to learn skills. The ability to connect with the author’s ideas is the reading for comprehension process. This inability to comprehend authors’ ideas is what prompted this research. Caccamise& Snyder (2005) define reading comprehension as the end product of reading and failure to comprehend can lead to poor performance in school. In agreement, Snow