It is estimated that about 10% of Irish pupils at primary level have serious literacy problems. Pupils have learning difficulties for a variety of reasons arising from factors in the pupil's home, school environment, or from ability factors. Other pupil factors involved in literacy problems consist of language difficulties, perceptual problems, poor phonological awareness, memory deficits and emotional factors. It is recognised that a small percentage of pupils among those with serious literacy problems have a specific reading disability or dyslexia.
My Department has allocated 1,465 learning support teachers at primary level to support pupils with learning difficulties, including those with dyslexia. Where dyslexia is suspected, assessment by a psychologist is required. Pupils diagnosed with severe dyslexia receive more focused support in special schools and special classes established for them and from resource teachers allocated to mainstream schools. It is the function of remedial and resource teachers to diagnose the exact nature of each child's learning difficulty, and in conjunction with class teachers to plan and teach an appropriate remedial programme.
It is considered that the present practice of identification and diagnosis of literacy difficulties by pupils, teachers and by psychologists assigned to schools, is the most effective way of ensuring timely and appropriate interventions for pupils with literacy difficulties, including those with dyslexia. I am not aware that undetected dyslexia is a major factor.