Early literacy acquisition forms a crucial foundation for a child’s educational journey. 

In Namibia’s Oshikoto region, teachers and learners face persistent challenges related to letter reversals, particularly between the letter’s ‘b’ and ‘d’. 

These reversals hinder reading and writing development, making literacy acquisition a complex process shaped by cognitive, pedagogical and socio-cultural factors. Letter reversals are common in early literacy. 

They are often part of normal cognitive development. 

Theories by Piaget and Vygotsky highlight that children construct understanding through active engagement and experience, but varying learning paces can cause frustration. Educators must, therefore, employ differentiated instructional strategies that align with individual learners’ cognitive development. In Oshikoto, literacy acquisition is further complicated by limited resources, a shortage of trained teachers and inadequate early childhood programmes. 

Many learners also encounter literacy instruction in a second language, intensifying difficulties in letter formation and recognition. 

These contextual challenges often reduce opportunities for hands-on literacy support and delay learners’ reading fluency. 

Teachers employ a variety of strategies to address these difficulties. Phonetic instruction, emphasising the distinct sounds of ‘b’ and ‘d’, helps learners connect visual and auditory cues. 

Some teachers incorporate creative methods such as storytelling, songs and art to reinforce recognition and retention. 

However, the effectiveness of these strategies depends heavily on educators’ training and confidence in literacy pedagogy, underscoring the importance of professional development and continuous learning support. 

Equally important are the emotional and social dimensions of learning. 

Children who repeatedly struggle with letter reversals may experience frustration, anxiety and low self-esteem. 

Teachers who cultivate a supportive and inclusive classroom environment emphasising encouragement, collaboration and peer learning help foster resilience and intrinsic motivation. 

Positive teacher-learner relationships are, therefore, essential to overcoming literacy barriers. Parental involvement plays a critical role in reinforcing literacy skills at home. 

Yet, in many Oshikoto communities, parents lack the knowledge or resources to effectively support their children’s learning. 

Community-based literacy programmes and parental education initiatives can bridge this gap, promoting a shared responsibility for children’s literacy development. 

Strengthening the home school connection enhances engagement and leads to improved learning outcomes. The rise of educational technology offers new opportunities for addressing letter reversals through interactive digital learning tools. Games and literacy applications can make practice engaging and adaptive. However, access to technology remains limited in rural schools, making it essential for policymakers to address infrastructural and connectivity challenges before digital integration can be fully effective. 

Addressing literacy challenges in Oshikoto requires a collaborative, systemic approach. 

Government and educational authorities should prioritise teacher training, resource provision and early childhood education programmes. 

Culturally relevant teaching strategies must be developed to cater to the region’s linguistic diversity. 

Continued research is needed to evaluate which instructional practices best promote literacy mastery among learners with different language backgrounds. 

Thus, letter reversals such as ‘b’ and ‘d’ pose persistent challenges to early literacy in the Oshikoto region. 

Teachers’ experiences underscore the need for innovative instruction, parental engagement, and systemic support. 

Through coordinated efforts among educators, parents, and policymakers, literacy outcomes can be improved, laying a strong foundation for lifelong learning and academic success. 

*Anna Nuule is a dedicated educator based in the Oshikoto region. She holds a degree in Logistics and Supply Chain Management, an Honours degree in Education, and a Master’s degree in Curriculum Design. She is pursuing a PhD in Assessment and Quality Assurance