Literacy, social disadvantage and early intervention: Enhancing reading achievement in primary school

The aim of the work reported here was to enhance reading achievement in primary school children in an area marked by multiple socioeconomic disadvantage and endemic reading failure. The sample comprised an experimental group of two P1 classes (N=46) in one school and controls (N=44) matched for age and socioeconomic status in two other schools in the same neighbourhood. All subjects were assessed using a pre-test procedure designed specifically for the study and including reading readiness, reading achievement and attitudinal factors. The intervention, which extended over a five-month period, was multi-dimensional and utilised variables supported by recent research in the areas of curriculum and teaching methods, attitudinal factors and home support. Experimentals achieved significantly better post-test results than controls, particularly in phonological skills, and a number of other benefits were reported by the school. The project achieved all of its objectives and led to the introduction of strategies to modify the ‘literacy environment’ of P1 entrants into all of the preschool provision in the area. A number of implications arising from the study are discussed.