Dáil Éireann díospóireacht -
Wednesday, 7 Mar 2001

Vol. 532 No. 2

Written Answers. - Literacy Levels.

Róisín Shortall

Ceist:

78 Ms Shortall asked the Minister for Education and Science if he has set any targets for tacking the consistently high rates of literacy problems among school children; the specific measures he will implement to achieve these targets; and if he will make a statement on the matter. [6953/01]

Minister for Education and Science (Dr. Woods)

I am aware from successive national English reading surveys of fifth class pupils in primary schools that about 10% of these pupils have serious reading difficulties. I have already expressed my deep interest in the area of literacy and I am determined to take steps to raise the standards of literacy among school children. My target is to reduce significantly the numbers with serious literacy problems.

The national reading initiative which ran last year was a first step in my campaign to improve reading standards generally. Many activities and events were organised throughout the country to promote reading at all levels, including the supply of a library ticket to every student attending a primary or second level school.

During 2000 all teachers received the revised primary curriculum and underwent 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.

These curricular developments will be of significance in achieving my target of raising literacy standards generally and of reducing the number of schoolchildren with serious literacy problems.

Another important measure taken in this regard is the provision of resources to facilitate schools in the early identification and diagnosis of pupils' reading difficulties. As a first step, I have already provided all schools with copies of the Drumcondra English Profiles. These instruments will be used in addition to standardised, norm-referenced tests to enable teachers to build up a profile of each pupil's strengths and weaknesses. The use of the profiles will enable teachers to plan reading, writing and language programmes to suit the individual needs of each pupil.

I am also arranging that all primary classes from first to sixth will be supplied with standardised, norm-referenced tests of literacy. These will assist schools in the early identification of pupils with reading difficulties. Through their use each school will also be able to compare its own results with national norms. In their school plans, staffs of schools will be able to set improvement targets to be achieved within a stated timeframe. This measure should increase the numbers of pupils who function in the higher achievement bands and reduce the number of pupils who function at a low level or who exhibit reading difficulties.

This approach of building the capacity of schools to administer and, crucially, act upon assessments is the best means of proceeding and helping pupils to attain higher standards.

During 2000, learning support guidelines were issued to all schools. These guidelines contain the most recent advice on best practice in helping children with difficulties to achieve success at school. Arrangements are being made at present for in-career development of all teachers at primary level, including the 1,480 learning support teachers, so that the strategies outlined in the guidelines can be implemented on a collaborative, whole school basis.

Another important measure taken during 2000 was the establishment of the task force on dyslexia. The report of the task force will be available soon and I look forward to studying its recommendations with a view to their implementation.

All of these measures should assist in tackling, in a significant way, the literacy difficulties among schoolchildren.