ALMOST ONE-THIRD of children in disadvantaged areas have severe literacy problems, a problem that has persisted despite 25 years of targeted education programmes.
That is one of the findings of a draft report by the Government’s advisory body, the National Economic and Social Forum, which examines more effective ways of tackling the problem. Nationally, it says one-tenth of all children have serious literacy problems.
The report warns that a continuing failure to tackle disability problems is storing up major social and economic problems. It says children who do not read, write or communicate effectively at primary level are much more likely to leave school early, be unemployed or in low-skilled jobs, and are more likely to end up in poverty and in our prisons.
Maureen Gaffney, chairwoman of the forum, said: “We’re living in an era where literacy is super-important. It’s like depriving children of oxygen. When they don’t have literacy skills, there are serious consequences for their life chances.”
The draft report by the forum’s project team on child literacy and social inclusion says there is no single quick-fix solution.
Instead, it points to medium- to long-term strategies which are needed that take a coherent and comprehensive approach to delivering literacy teaching in all schools.
The main recommendation is a cross-departmental “national literacy policy framework”, led by the Department of Education and Science. This would provide a shared vision for future action and a basis for greater policy coherence and integration.
At present, for example, there is no national literacy strategy. While there is an initiative in place for primary and secondary schools serving disadvantaged communities – the Deis scheme – it covers just over one-fifth of primary schools.
“Research suggests that the majority of children experiencing disadvantage may not be attending a Deis school and so may not be receiving any supports for literacy,” the draft report says. A broad framework for all children would need to be complemented with particular supports for those experiencing disadvantage. This support could take the form of targeted interventions for disadvantaged pupils and sustained and continuous professional development for teachers in literacy.
Ms Gaffney said one of the most revealing findings was that there was little difference between the aspirations of working class and middle-class families for their young.
“The big difference is that middle-class parents are equipped with a road map: they know what it takes to get child successfully through school, through reading to them, encouraging them to do homework.”
Ms Gaffney said international experience shows that if public policies start with high expectations, set high standards and make people accountable for reaching those, the results will come. She pointed to the need for a public information campaign – similar to those for immunisation – as one way to help encourage parents to take a more active role in their child’s learning.
