Children’s Rights AllianceMonday March 15th 2010

Gene Mehigan

“to pinpoint barriers and supports to effective implementation in and outside of schools,

including in the home and the local community”

Guiding and teaching children to

become effective readers requires a strong knowledge base of the skills and complexities

involved

Difficulties with implementing

English Curriculum in some schools (DES, 2005)

Significant percentage of primary school children in disadvantaged areas suffer from severe literacy problems

Significant gaps and weaknesses around classroom planning for literacy – no evidence of a systematic programme for literacy in place (LANDS, 2005)

Teachers perceived by over 50% of inspectors to have limited knowledge of methods for teaching reading (NAER, 2005)

Essential components for teaching reading not explicit in English Language Curriculum. Curriculum Guidelines vague in exemplars for teaching reading.

Most children naturally develop verbal language skills by hearing others speak and by observing the communication process.

However, the ability to read and write the printed text that represents spoken language – that is, to be literate does not develop as a matter or course.

Schools in disadvantaged areas should consider prioritising literacy by dedicating 90 minutes per day to literacy instruction

Support for literacy should be given high priority as part of improved teacher professional development

1. Time allocation 90 minutes considered a minimum when attempting to raise literacy levels in disadvantaged areas (Calkins, 2001; Shanahan 2001; Eivers et al 2004)

Issues: gap on school entry, decline as they progress, summer slump, matter of equality and entitlement; quality vs quantity

Teacher Professional DevelopmentTeachers, like other professionals, can get more and more effectiveChildren’s educational experience linked with teacher quality

1. Information about the individual components of instruction and assessment that are most effective in raising literacy levels

2. Information about leadership, organisational, and classroom practices that are most effective in raising literacy levels

Two types of knowledge

Off-site, donor model “Hit and run approach” Poor record of changing teachers’ practices

(Darling Hammond, 1996) Multiple supports e.g demonstrations, observations

of lessons, provision of professional reading material (not typically features of professional development initiatives in Ireland)

Whole School vs individual professional development

Focus on literacy at undergraduate/preservice education of teachers

English Langauge Curriculum

Literacy acquisition can no longer be thought of as the exclusive responsibility of schools. Families, communities, and health and educational professionals all have a role to play in ensuring that materials to promote literacy attainment are available to all children