Learners demonstrated difficulties when reading activities were conducted. The same learners displayed some difficulties when expected to pronounce simple English words. Reading seems to be an overwhelming task for most primary school learners, especially during times when they were expected to alternate attendance as categorised groups. This study explored how the recent format of schooling attendance in primary schools, due to COVID19 pandemic regulations, had an effect on English language development, particularly reading, as one of the major components underpinning language enhancement, furthermore, English being a foreign language for the learners in the schools investigated. A case study design used in this qualitative investigation helped the authors of this paper to study complex phenomena in relation to the problem explored. From the Eastern Cape Education district that was studied, conveniently selected five primary school teachers became participants of the study. Semi-structured interviews as data collection procedures revealed that restricted exposure to a wide range of reading resources when learners are denied access to attend schooling for some particular days, had the most effect on deteriorating reading enhancement in learners. As a way of concluding and recommending, language teachers have a task to ensure they supply all diverse users, this cohort being primary school learners, with all the necessary reading material for access even when out of school. By so doing, there would be an instilled culture of reading more so that well developed reading abilities are essential for learner success coupled with improved academic performance. \n \nKeywords: foreign language, reading, development, pandemic, teaching, contact time

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