Damien English (Meath, Fine Gael)
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Question 106: To ask the Minister for Education and Science the number of children from poorer backgrounds with significant literacy problems; and if she will make a statement on the matter. [5575/06]

Arthur Morgan (Louth, Sinn Fein)
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Question 128: To ask the Minister for Education and Science if her attention has been drawn to the recent report on literacy by the Education Research Centre at a school (details supplied). [5792/06]

Seán Ryan (Dublin North, Labour)
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Question 165: To ask the Minister for Education and Science her response to the report from the Education Research Centre at a school (details supplied) which indicates that there has been no improvement since 1999 in the statistics for the literacy difficulties of poor children which remain unacceptably high; what precisely she intends to do to address this; and if she will make a statement on the matter. [5745/06]

Mary Hanafin (Dún Laoghaire, Fianna Fail)
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I propose to take Questions Nos. 106, 128 and 165 together.

The most significant levels of literacy difficulties tend to be concentrated in designated disadvantaged schools. Data on the precise number of children in these schools that have literacy difficulties are not available but a survey commissioned by my Department estimated that the mean proportion of children with serious literacy difficulties was 27% in first and sixth classes and 30% in third class.

The patterns of score differences between pupils in designated disadvantaged primary schools and schools generally suggest that the gap between the two cohorts remains more or less constant from first to sixth class. Studies of reading achievement in Irish primary schools have consistently shown that the socio-economic background of pupils correlates very highly with achievement in reading and that variables related to the home and the community have a determinative impact on reading literacy levels.

I am familiar with the national assessment of English reading, NAER, report and a summary of the report which I launched on 23 January this year entitled "Succeeding in Reading". The report was distributed to all primary schools and boards of management of primary schools in the country. Multiple copies of the summary report and of a leaflet setting out the key finding in the report were sent to all primary schools. I want to ensure that boards of management, principals and teachers are aware of the findings of the report and of the very practical recommendations made in the report about ways to achieve and maintain high standards in reading.

I am, of course, concerned about the poor reading achievement among many children attending school in disadvantaged areas. The Deputy may be aware that improving reading standards in disadvantaged schools is a core objective of the new action plan for delivering equality of opportunity in education or DEIS. Under DEIS, successful initiatives such as the Reading Recovery intensive individualised teaching programme will be extended and a new family literacy project will be put in place. A key aspect of the programme will be an increased emphasis on planning and measuring outcomes to ensure that increased resources mean better outcomes for children.

A key principle underpinning the DEIS programme is that of early intervention. I believe that schools should have robust systems in place to identify children with reading difficulties at an early stage. Class teachers and support teachers need to collaboratively plan and implement individual programmes for such children and regularly review the programmes to ensure that children make rapid progress in learning to read.

Improving the literacy and numeracy levels of children from disadvantaged areas is a key priority for me. This priority is reflected in the DEIS programme, the implementation of which will be carefully monitored to ensure that the resources and initiatives being put in place lead to better outcomes for these children.