LITERACY NEWS

National Assessment of English Reading (contd.)Pupils in both Second and Sixth classes in the 2014 national assessment showed improved performanceon reading literacy. At Second class, average performance improved from 250 points to 264,while at Sixth class, it improved from 250 to 263. At Second class, 22% of pupils performed at thelowest proficiency levels (Level 1 and below), down from 35% in 2009. At Sixth class, 25% performedat or below Level 1, again down from with 35% in 2009. In 2014, 46% at Second class and44% at Sixth performed at the highest proficiency levels (Levels 3 and 4), up from 35% at both classlevels. Pupils attending DEIS Band 1 schools made significant gains in Second class, while those inBand 2 schools improved at Second and Sixth classes, with a particularly large improvement inBand 2 schools at Second class.Across all school types, girls in 2014 outperformed boys on overall reading in Second class, but notin Sixth. However, girls in Sixth class had a significantly higher mean score on reading comprehensionthan boys in Sixth class ̶ there was no difference on reading vocabulary.The targets established for literacy in the National Strategy (a 5% reduction in the proportion of lowachievers, and a 5% increase in the proportion of high achievers by 2020) were achieved at bothSecond and Sixth class in 2014.While the increases in performance in 2014 are substantive and are to be welcomed, we cannot pinpointwhy performance has improved in a relatively short period of time in a testing programme inwhich it has been difficult to show change in the past. Certainly, it is likely that elements of the NationalStrategy and subsequent circulars, such as the increased allocation of time to the teaching ofliteracy, not just in English classes, but across the curriculum, and increased emphasis on the useof standardised tests in school improvement planning may have made a contribution. The challengegoing forward is to build on the gains achieved in 2014, while ensuring that pupils continue to engagefrequently in leisure reading and are equally comfortable reading paper-based and digitaltexts.A performance report on the 2014 National Assessments of English and Mathematics may be downloadedat http://www.erc.ie/documents/na14report_vol1perf.pdf A context report, which examinesfactors associated with achievement, is currently being prepared.Gerry Shiel, a past-president of RAI and current member of the Executive Committee, works on assessmentat the Educational Research Centre, St Patrick’s College, Drumcondra.__________References from page 16 continued:Little, D. (2003). Languages in the Post Primary Curriculum: a discussion document, Dublin: NCCA.Nagy, W. & Anderson, R. (1995). Metalinguistic Awareness and Literacy Acquisition in Different Languages. Universityof Illinois at Urbana-Champaign: Technical Report no. 618. Available at: https://www.ideals.illinois.edu/bitstream/handle/2142/17594/ctrstreadtechrepv01995i00618opt.pdf, (Accessed: December 14, 2013).NCCA, (2005). Review of Languages in Post-Primary Education: Report on the First Phase of the Review, Dublin: Author.Rivera-Mills, S. & Plonsky, L. (2007). Empowering Students With Language Learning Strategies: A Critical Review ofCurrent Issues. Foreign Language Annals, 40(3), pp. 535-546.Wells, G. (1999). Dialogic Inquiry: Towards a Sociocultural Practice and Theory of Education. New York: CambridgeUniversity Press.22