The largest survey of reading ever carried out in Irish primary schools has recommended that “authentic” books be reintroduced, instead of workbooks, and says inexperienced junior teachers should not be assigned to the youngest children.

Succeeding in Reading?, a report prepared by the Educational Research Centre in Dublin, has been welcomed by parents’ groups who believe they have been unfairly blamed for poor literacy levels in children.

“Workbooks and worksheets are not mind-expanding and are not in keeping with the aims and principles of the curriculum,” said Fionnuala Kilfeather, head of the National Parents Council, Primary.

The report, based on tests conducted on some 8,000 pupils in first and fifth classes, says 44% of poorer children are taught by unqualified teachers or those with less then one year’s experience. Further criticism of teachers was made by 51 inspectors who sat in on almost 3,000 first and fifth classes in participating schools.

While inspectors perceived a number of strategies to be effective for teaching English, including class discussion of a story, 75% thought that daily use of workbooks and worksheets is an ineffective strategy that should be replaced by more authentic reading texts.

Most were satisfied that there was an adequate supply of computers, software and library books, but concerns were raised over the usage of these materials and the variety of books and texts available to children.

An increase in non-fiction reading material on topics such as cars and sports was recommended as one way of encouraging more boys to read.

“Teachers are encouraged to inspire personal writing, where the child is composing, rather than copying or filling in blanks in partially composed sentences,” said a spokesperson for the department.

Almost 75% of inspectors felt that teachers needed more training to develop pupils’ oral language. One inspector said that in one of the classrooms visited, the teacher was using language that was “unstructured and mere chit-chat”. Other teachers did not seem to be aware that their vocabularies could help raise pupils’ literacy levels.

Teachers have criticised the report, claiming it is not a fair reflection of their overall competence levels and work standards.

Bryan O’Reilly, the principal of Scoil Mhuire Junior School in Newbridge, Kildare, said: “The Educational Research Centre conducted the survey and I would have expected some measure of independence, but I’m afraid they don’t do this.”

“For instance, the inspectors have expressed satisfaction with the level of computers available. But if you read through the report, you find that there is one computer for every 16 children. This tells you how in touch with reality these people are. It’s ridiculous.”

The report finds no improvement in overall literacy standards in the past six years, despite the economic upturn and vastly increased funding in the department. It also shows that 26% of children from poorer backgrounds have serious reading difficulties — three times the national average.

The report shows a clear link between home environment and reading ability. Children who read regularly before they start school performed well in the survey. Children whose parents have no educational qualifications tend to have low test scores.

“The reading standard in disadvantaged schools is related to failure to implement identified educational reforms,” said John Carr, general secretary of the Irish National Teachers’ Organisation. “It is also related to the lack of wider social spending in Ireland. Poverty, particularly child poverty, remains an issue and not enough is being done to tackle it. Ireland remains an unequal society and this is reflected in educational outcomes.”

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