Dáil Éireann Debate, Wednesday - 17 November 2004
469 Mr. Crowe asked the Minister for Education and Science if, in view of new research that suggests that language capacity is decreasing in disadvantaged areas, she will introduce new initiatives or programmes in response to this growing problem. [29043/04]
View answerThe Educational Research Centre's report, Reading Literacy in Disadvantaged Primary Schools, which I launched earlier this month, provides the first comprehensive analysis of the range of literacy achievement found in disadvantaged primary schools. Over 6,500 pupils in first, third and sixth classes participated in this large scale research which represents a major contribution to our knowledge base about literacy levels amongst disadvantaged pupils. The findings and recommendations of the ERC report will be considered in the context of a comprehensive review of all of my Department's educational disadvantage programmes.
The review, which is currently being finalised, has examined all aspects of existing provision including literacy interventions. I am pleased to inform the Deputy that in response to one of the key findings of the ERC report, namely, the strong correlation between reading levels and the number and use of books in the home, I have decided to allocate €500,000 for the purchase of books for pupils in key disadvantaged areas before Christmas. It is my intention that these books will be used in conjunction with parents to promote a culture of reading in the home. In addition, my Department will continue to operate the following measures to prevent and ameliorate literacy difficulties at primary level: the provision of additional financial and teaching resources to disadvantaged schools to implement reduced class sizes; and financial support for interventions specifically designed to improve literacy levels among those from disadvantaged backgrounds.
The learning-support teacher service provides intensive support for children with literacy difficulties. The number of learning support teachers has increased from 1,302 in 1998 to over 1,500. An additional 350 teachers at primary level will be in place during the 2004-2005 school year to cater for pupils with special educational needs and learning delay difficulties. Continuing assistance is being given in 2004 to disadvantaged primary schools in implementing the learning support guidelines which were published in 2000. Training focuses on the adoption of a whole-school approach to supporting children with literacy difficulties and development and implementation of a literacy plan by each school.
The reading recovery programme is a school based early intervention programme designed to reduce literacy problems in schools. It provides intensive, individual help for children who have not responded to the standard instructional programme in reading and writing after one year in school. The reading recovery programme was piloted in Monaghan in 2000 and, following positive evaluation, established in Dublin in 2002-03 to cater to the needs of pupils in schools designated disadvantaged. There are currently 85 primary schools — 51 in Monaghan, 34 in Dublin — participating in the programme. The Department has recently recruited three teachers to train as reading recovery tutors, increasing the total number of tutors to five. Following completion of training, these tutors will train teachers and facilitate the extension of the reading recovery programme for the first time to disadvantaged schools in Cork and Limerick.
The first steps programme offers primary teachers an accurate means of assessing and monitoring children's competencies and progress in reading, writing, spelling and oral language. Training of teachers in selected disadvantaged schools in first steps is ongoing. Early interventions, such as those outlined above, are crucial in addressing literacy problems among children and have a lasting impact on tackling educational disadvantage and social exclusion.
