I take for granted every day that I can read, but in 2019, an estimated 4.4 million South African adults were deemed illiterate. For children growing up in under-resourced communities, the odds are stacked against them from the start. In many primary schools in South Africa, “reading instruction often focuses solely on oral performance, neglecting reading comprehension and making sense of written words” (BBC, 2023). Without comprehension, reading becomes little more than a mechanical exercise, and this is why South Africa ranked in last place out of the 57 countries assessed in the Progress in International Reading Literacy Study in 2021.

This is where Book Village steps in. We are an NPC on a mission to change this reality, one child at a time. Book Village provides low-income schools with digital reading infrastructure and one-on-one support with volunteers from all walks of life. Our focus is simple: enabling children to read for meaning and enjoyment.

So, what exactly is the difference between reading and reading for meaning?

Reading typically refers to the ability to decode text: sounding out letters and syllables, recognising and pronouncing words correctly, and reading sentences fluently out loud. These skills are all vital to being able to read for meaning, but prioritising these skills alone can lead to children missing out on understanding what they are reading.

Reading for meaning is where actual comprehension comes in. It means that a child can do all of the above, as well as understand the meaning of the words, make sense of them in context, be able to connect ideas across sentences and infer meaning, even if it isn’t directly stated. Children should also be able to ask questions and form opinions about what they have read, and predict what could come next.

Take the sentence: “The dog ran to the gate.” A child might be able to read this aloud perfectly, but do they understand why the dog ran? What a gate is? What role the sentence plays in the wider story? A child who can read for meaning might say, “The dog ran to the gate because its owner was calling it home.” They have the ability to move beyond the words themselves and understand the story they tell.

This skill is critical. Children who can’t read for meaning by age 10 are far more likely to fall behind in school, repeat grades, and ultimately drop out. Over time, poor literacy can lead to long-term economic hardship and reduced life opportunities.

That’s why early support is everything. By offering one-on-one reading time with caring adults and providing access to books and digital tools, Book Village helps children build confidence and connection, both of which are essential to learning.

We don’t just want children to read. We want them to understand, question, wonder and – most importantly – enjoy reading. Because when a child reads for meaning, they’re not just learning how to read – they’re learning how to learn.

~ Written by Eleanor Payne

In overcrowded classrooms, it’s impossible to give every child the personalised support they need to thrive. Teachers work tirelessly, often juggling different language backgrounds, learning levels, and limited resources. But when class sizes are that large, even the most dedicated educators can’t reach every child, every day. Children with learning challenges often fall behind quietly, becoming what we call “invisible readers” — learners who sit in the back, never raising their hand, slipping through the cracks simply because no one has the time to ask, “What do you think?” 

That is where Book Village’s approach is different. Our online reading programme is built around the idea that one-on-one attention is not a luxury, it’s a necessity. Every child we work with is paired with a volunteer tutor who focuses solely on them. These tutors don’t rush, don’t correct harshly, and don’t move on before a child is ready. Instead, they listen, encourage, and celebrate every small step. They lead with patience, warmth and consistency, building the kind of safe, supportive relationship that builds confidence and motivation over time. They’re what researchers call attuned adults, people who notice not just the words a child says, but the hesitation in their voice or the spark of curiosity in their eyes. That kind of connection builds trust, and with trust comes confidence.

Research shows that strong relationships between children and the adults supporting them are key to early development. A child who feels safe, supported and understood is more likely to take risks in their learning. For reading, that might mean sounding out a tricky new word, asking questions about what’s happening in a story or sharing their own ideas about the characters. Over time these small acts build both skill and confidence. 

And importantly, one-on-one learning removes the fear of being judged. In a large class, struggling readers often keep quiet to avoid making mistakes in front of their peers. But in a private one-on-one space, mistakes are welcomed as part of the process.

One child, one tutor, one story at a time. This is how confidence is built. Not through pressure or perfection, but through patient, personal attention.

~ Written by Eleanor Payne, volunteer at Book Village