Teaching Matters: The recent report on reading achievement in primary school, Succeeding in Reading, by the Education Research Centre, has reopened the debate about this area of children's education. The authors claim national assessments such as this help to show how the education system performs. This type of statement always worries me, writes Valerie Monaghan

As the fashion for increased assessment finds favour, we must re-examine what we really want from the education system. It is relatively easy to measure some curricular areas and compare how students perform. But a good deal of what happens within schools today is not easily measured. We must consider the full picture when making broad judgments.

Some of the report's conclusions come as no surprise. Children who attend school regularly perform better. It is most disruptive to a child's education when they have erratic attendance - they are constantly trying to catch up and they miss small but vital links that help to build knowledge and understanding. Likewise, time and effort spent on homework reflect the level of commitment to their own work and improve learning outcomes. Teachers constantly try to get the message across that homework is for the benefit of the pupil and not the teacher. Even parents can overlook the reason for this perceived "chore".

It's also true that a broader range of reading materials engages more children, especially boys. And, naturally, the less time spent dealing with discipline issues, the more time for quality teaching.

Many teachers agree that there is probably too much emphasis on standard reading schemes and workbooks but in many cases this is the result of teaching two, three or four classes in one room, trying to keep children working while attending to different groups.

Similar arguments can be used in large classes where teachers are dealing with lots of different levels of ability. Within our special school, where class numbers are much lower, we can see how much easier it is to engage students by working individually and using their interests in introducing them to reading and writing.

One group of students in our school has written a book which is soon to be published. This was possible only because in our school there is time to discuss interests, offer computer support on a one-to-one basis and operate without relying on workbooks.

The role of parents is also discussed in this report on reading attainment and the influence of non-school factors on literacy standards is made clear. I believe it is time to launch a campaign to highlight the importance of parental involvement in children's reading. Results, not just from this study but from tests all over the world, show children achieve higher scores when they have reading materials available at home, when parents read to them, especially when they are young, and listen to their children reading. Our increased prosperity has led to more games consoles and televisions but less reading material. In too many houses, assets do not include books.

Fewer children appear to be members of public libraries and most do not choose to spend their pocket money on books. It's as if reading has gone out of fashion. Along with the protection and promotion of the Irish language and the teaching of religion, reading has become a school-based activity.

And yet, against a backdrop of issues that affect reading, Irish schools have managed to maintain our high standards. With the influx of international children, many of whom have little or no English, the introduction of a new curriculum in schools, more children with special needs integrated into mainstream classes and little or no reduction of class sizes, standards have been maintained. This achievement must be recognised and applauded.

Thankfully, when discussing the publication of school reports recently, the Minister made it clear that she understands the need to consider all the factors that impact on school performance rather than narrow league tables of results in specific subjects.

She has taken into consideration the need for more resources for children with identified special needs and acted on this in her time in office. She is expected to put in place further resources for children in disadvantaged situations. If she continues responding to the needs of the system we can expect to see additional resources targeted at particular curricular areas - for example, reading improvement and professional development for teachers. The Minister acknowledged recently that unlike other areas of public spending, additional financial resources and additional teachers make a real difference to children in schools.

By developing strategies based on best practice, both national and international, we can maintain and even improve standards. In short this will require further professional development and support for teachers, smaller class sizes and parental support.

Valerie Monaghan is principal of Scoil Chiarán, Glasnevin, Dublin