Over 30 per cent of primary school children in disadvantaged areas suffer from severe literacy problems, according to a new report, writes Seán Flynn, Education Editor.
The report for the Department of Education, which has still to be published, indicates that the literacy crisis in such areas is much more serious than previously thought.
The final draft of the report shows that the number of children with serious learning difficulties is three times higher in poorer areas than in other schools. Children in this group cannot read or write effectively without assistance.
The survey also indicates that this "literacy gap" between disadvantaged and non-disadvantaged schools continues from junior infants all the way to 6th class in primary school. In a disturbing finding, teachers say they expect over 25 per cent of 6th-class students from poorer areas will not be able to cope with the reading demands of secondary school or will need "help if they are to cope".
The report provides the most recent and comprehensive picture of literacy trends in poorer areas. It was compiled over the past twelve months by the Education Research Centre at St Patrick's College Drumcondra for the Department of Education Inspectorate.
The new figures track literacy standards in 94 disadvantaged schools in 1st, 3rd and 6th class - and compares them to figures for other schools. It found that literacy standards in disadvantaged schools were "significantly lower".
The poor literacy levels at 6th class may help to explain the high drop-out rate from secondary schools. Over 3,000 students leave school after completing their Junior Cert. A further 1,000 children, most from poorer backgrounds, never transfer from primary to secondary school.
The report shows that the number of high achieving students in disadvantaged school compares unfavourably with the national trend. About 10 per cent of primary students have the highest literacy skills but the figure for disadvantaged schools is less than 4 per cent.
The survey supports the view of the Minister for Education, Mr Dempsey, that the literacy problem at primary level is much more serious than widely assumed. He has signalled plans for standardised testing at primary level which he says is necessary to provide fuller information on literacy problems and other trends.
The survey will also support the case made by the INTO for much earlier intervention by the Department in disadvantaged areas. The union's general secretary, Mr John Carr, has made the case for a three-year infant cycle in disadvantaged schools to address the literacy problem.
This would see children in these areas take a middle infants class, as well as the traditional junior and senior infants. The INTO has also made the case for early childhood education - from age three - for disadvantaged children.
The survey suggests that disadvantaged schools are providing valuable assistance to students and helping to ensure the literacy gap is not actually widening as children proceed through primary school.
One source said: "The figures are bleak. But the situation would be even worse were it not for the support work by learning support teachers and others." About 300 of the 3,200 primary schools are designated as disadvantaged.
Main findings