Dáil Éireann díospóireacht -
Wednesday, 6 Dec 2000

Vol. 527 No. 4

Written Answers. - Literacy Levels.

Róisín Shortall

Ceist:

194 Ms Shortall asked the Minister for Education and Science the information available to him in respect of numeracy and literacy levels within the school-going population; his views on this information; and the steps he is taking to improve numeracy and literacy levels. [28982/00]

Minister for Education and Science (Dr. Woods)

National surveys of reading in primary schools were carried out in 1972, 1980, 1988, 1993 and 1998 by Department of Education and Science inspectors in co-operation with the Educational Research Centre – ERC – Drumcondra. Significant progress in pupils reading achievement was recorded between 1972 and 1980. The most recent survey of reading achievement of pupils in fifth class in 1998 indicated that there has been no significant change in reading standards over the past 20 years. Teachers esti mated that 10% of their pupils who participated in this survey functioned at a level that they considered as weak-inadequate.

In 1990-91 the International Association for the Evaluation of Educational Achievement conducted a reading literacy study in 32 educational systems throughout the world. Irish nine year olds and 14-year olds participated in the study. Both Irish populations scored just above their respective international average. Further analysis of the data from this study by the ERC indicated that between 6½% to 8½% of Irish 14-year olds had serious literacy difficulties.

Irish nine-year olds and 13-year olds participated in the second International Assessment of Educational Progress – IAEP – in Mathematics in 1991. While Irish nine year olds scored below the IAEP average, Irish 13 year olds performed at about the IAEP average.

The 1995 Third International Mathematics and Science Study, TIMMS, involved Irish nine year olds and 13 year olds. The nine year old pupils were in third and fourth classes. The results showed that the mean mathematics scores of Irish pupils in both class grades were higher than the corresponding international mean mathematics scores and better than those of most other European countries participating, including England and Scotland. The mean mathematics scores of Irish 13 year olds, in first and second year grades in second level schools, were in each case higher than the respective international means.

While it is gratifying to see that Irish pupils generally perform at a level above the international averages in both literacy and mathematics, it still does not allow us to be complacent about standards. Special attention must be given to the significant number of pupils, estimated at about 10%, who perform at a low level in both areas. In addition, in a competitive international environment, overall standards need to improve. The failure to register an increase in mean level of reading achievement in recent years among fifth class pupils is a cause for concern. It points to problems that need to be addressed in policy and in the conditions of learning in schools and homes.

All teachers have received the revised primary curriculum and they have undergone significant training in the revised English curriculum. There is an increased emphasis in the English curriculum on raising literacy standards through the development of reading skills as part of a whole language process.

The new leaving certificate English syllabus places particular emphasis on literacy and follows on from the revised junior certificate syllabus. Greater attention is given to comprehension and composition thereby enhancing the development of literacy skills. The mathematics programmes are presented at three levels at both junior certificate and leaving certificate levels. The foundation level programmes at both levels have been designed to develop the competence of low achievers.

School development planning guidelines have been issued to schools at first and second levels and training for school staff in this area has taken place. This initiative should ensure that there is a whole-school approach to the development and extension of literacy and mathematical skills, and a whole-school responsibility for raising standards in these areas. An important focus of this whole-school planning will be to prevent reading and mathematics difficulties and to identify and address the needs of pupils with difficulties at the earliest possible time.

The remedial teaching service has been increased and now comprises 1480 remedial teachers to cover all primary schools. There are over 500 whole-time equivalent remedial teachers in second level schools. The allocation of these teachers should have an impact in reducing the number of those with serious literacy and mathematics difficulties. Revised guidelines on remedial education/learning support have been issued to primary schools and training for teachers in this regard is being planned at present. The general improvements in the staffing of primary schools, coupled with the £6.5 million allocated to schools for the purchase of library books and the many activities which have been taking place under the national reading initiative will be of major benefit in raising reading standards and in reducing literary difficulties.

A range of schemes is already in place in disadvantaged areas and these consist of the early start pre-school project, the breaking the cycle pilot project, the home-school community liaison scheme, the eight to 15 year old early school leavers initiative and stay in school retention initiative at second level. All of these should have a positive effect on raising standards of literacy and mathematics in these schools. It is planned to provide psychological services to all schools through the expansion of the national educational psychological service and to extend the provision of resource teaching services to schools where a need for such has been diagnosed.