NLT policy

Independent Commission on Social Mobility

27 May 2008

 Why literacy is central to social mobility

Literacy is a fundamental life skill, without which, access to and participation in today’s society is becoming evermore difficult. Technological change and the rise of computers as a means of communication have ensured that reading and writing are becoming increasingly vital to an individual’s prospects, and social mobility in general. Speaking and listening are also of paramount importance, as the ability to communicate clearly and effectively are among the most important skills employers require.

Literacy as a skills-based activity, one that is essential to success at school and further education, has obvious ramifications for social mobility. Research shows that literacy levels and attainment are generally much higher among children from more affluent social backgrounds than those from C2DE, and the ability to access a wide range of texts is fundamental in the educational attainment of these children.[1] Furthermore, there are research documents that stress the importance of reading for pleasure on an individual’s mental health and happiness.[2] The traditional notion of seeking solace and calm in reading, as well as the less explored social benefits of reading groups and online discussions, attest to the potential benefits of reading for pleasure.

Both skills-based literacy and reading for pleasure are vital, however the NLT believes that the relationship between the two makes the most compelling case for the importance of literacy as a life skill. In 2002, OECD research stated that reading for pleasure was a more important indicator of future success than any socio-economic factors.[3] The research drew on findings about reading for pleasure relying on self – or intrinsic – motivation. Essentially, reading for pleasure is an expression of an individual’s ability to motivate themselves to acquire knowledge and this translates into the fulfilment of academic goals.

The benefits of being fully literate do not end with the realisation of academic success and health. Reading for pleasure, the ability to access a wide variety of texts and communicate effectively are essential skills to employment. However, employers in Britain are concerned that too many potential employees do not have the requisite literacy skills to carry out their jobs.[4] The Leitch Review of Skills pointed towards a dangerous short fall in skills in Britain, stating that the problem needed to be addressed immediately if Britain was to stay competitive in the world economy.

How literacy rates and enjoyment can improved

• Early intervention – Various schemes effectively demonstrate that the earlier intervention into a child’s literacy difficulties begins the more dramatic and long lasting the effect. The DCSF-supported ‘Every Child A Reader’ programme has recently published very encouraging results that show the scheme is cost-effective and not only closes the skills gap in the short term, but also provides sustained progress.[5] This is in contrast with adults when it is not only more difficult to actually teach the skills, but also far more difficult to get disengaged adults into education courses.

• Family literacy – Research shows that parental involvement in children’s learning positively affects the child’s performance at school, both at primary and secondary level.[6] Numerous studies have shown that children who grow up in a stimulating home environment – one which has a strong emphasis on learning – do better academically, regardless of socio-economic background. However, parents aren’t always aware of the important role they play in their child’s education.[7] Simple interactions such as being read to, as well as exposure to books, magazines, newspapers and environmental print, all impact on children’s progress in learning to read.[8] Furthermore, there is ample evidence to suggest that parents who promote reading as a valuable and worthwhile activity have children who are motivated to read for pleasure.[9]

The clear evidence that parental involvement has such a fundamental impact on children’s literacy provides a compelling evidence base for the proliferation of family literacy schemes. There are already examples of very successful family literacy schemes, such as ‘Literacy Changes Lives’, a scheme run by Rochdale council, which has helped to improve literacy standards across the borough

• Holistic approach – A holistic approach and the use of joined-up thinking is relevant both at a local authority and organisational level, and also in terms of the school curriculum. Schools need to embed literacy across the whole curriculum. The NLT initiative Reading Connects encourages schools to promote a whole school approach to reading for pleasure in their policies, vision and good practice, including: reading for pleasure; involving all members of staff; and partnerships with families and the community. This approach advances understanding that literacy is not simply an activity for English lessons, it pervades all aspects of school life and is important to everyone.

Children only spend 15% of their time at school and so local authority out of hours provision is also essential.[10] At local authority level, the delivery of reading and literacy projects and activities are also best served in partnership. By bringing together key partners, those who deliver reading and literacy projects can corral resources which best support readers. In particular, if authorities are working to engage specific audiences of reluctant readers then working in partnership is vital to ensure that marketing and delivery are meaningful to the audience. For instance if a particular local authority wants to target teenage boys, then using professionals who already work with teenage boys would be the most effective way of reaching that demographic. Therefore embedding literacy across authorities ensures that the message and emphasis translates. 

 

Current barriers to improving literacy rates

• Regular funding changes – Long term approaches to both adult and child literacy require not just funding, but also the guarantee of continued funding if they are to become embedded and successful. However, current spending cycles are too short and volatile meaning that long term planning becomes difficult as funding is often only available for a short time.

• Over emphasis on tick-box testing – While the NLT recognises that a degree of targets and an evaluative assessment are necessary, it is important that these run alongside a framework that allows teachers to personalise learning. There also needs to be a degree of flexibility within the early years curriculum about the different rates of child development. While there is a need for early intervention schemes where a child is not making progress, this must not be confused with the rates of cognitive development.

• Lack of systematic approach towards phonics – The debate surrounding phonics has dominated much educational discourse in recent years. The recommendations of the Rose Review, especially regarding the effectiveness of synthetic phonics, have been seized upon by political parties. However, the view of phonics as educational holy grail has often meant ignoring wider issues. Research such as the Clackmannanshire study that informed the Rose Review suggest that synthetic phonics can be enormously effective in teaching the mechanics of reading. However, as the Rose Review asserted, this needs to be embedded in a literature-rich environment, one that also ensures comprehension and enjoyment of learning are promoted.

• Lack of recognition of the importance of the home learning environment – As mentioned, family literacy is paramount for establishing a reading culture that will in turn raise skills. For this to happen the home learning environment is essential. Many factors are associated with a good home learning environment and the idea does not mean one specific set of characteristics. Research shows that supportive homes that combine encouragement without overburdening expectation are the most accurate predictor of pupil achievement.[11] The physical environment, including desk space and relative quiet, is also important. The challenge for professionals is to raise awareness of the importance of a home learning environment without being prescriptive and alienating parents. 

Target audiences

While the concept of target audiences can lead to almost all groups being involved, rendering the concept redundant, the NLT believes that the following groups are of particular concern with regard to literacy, often for factors wider than educational failure.

• Bangladeshi and Pakistani communities – According to the Office for National Statistics people from Bangladeshi and Pakistani communities are the most likely of all ethnic groups to be unqualified. In 2004, five out of ten (49%) Bangladeshi women and four out of ten (40%) Bangladeshi men had no qualifications. Among Pakistanis, 35% of women and 29% of men had no qualifications.[12] This is reflected throughout the educational spectrum, with men in Bangladeshi communtiies the least likely to have a degree (11%). Among women, Bangladeshi and Pakistanis were the least likely to have a degree (5% and 10%, respectively). These statistics are the product of a complicated problem that extends beyond school attainment. Involving communities, supplementary schools and bilingual books to aid access can help, however further research is needed to find effective way of engaging some particularly isolated communities.

• Children with special educational needs (SEN) – Technological change has developed new ways to help children with dyslexia and other difficulties, however a recent report suggested that over half of children who fail their SATs exams have dyslexia.[13] Literacy success is essential not only for educational attainment, but also for self-confidence and self-esteem, failure at school can negatively impact upon young children and lead to a deepening problem as the children grow up.  

The review of speech and language provision led by John Bercow MP recently released an interim report declaring the current provision is patchy and in essence a ‘postcode lottery’ for speech and language therapy exists. Considering that speech and language are the root of all reading it is unacceptable that those who are most in need of help are often unable to obtain it.

• Those with physical disabilities – Learners with physical disabilities require a different set of provisions than those with SEN as they have the same range of intellectual abilities as the population as a whole. Physical impairments can take many different forms. They can be temporary or permanent, fluctuating, stable or degenerative, and may affect parts of the body or the whole of it. Learners may have experienced barriers to learning that relate to negative perceptions of disability and low expectations.

Recommendations

1)      Prioritise approaches that promote family literacy – Given the vital role that family literacy has in improving the nation’s literacy, it is important that more support is given to parents to improve their own skills, so in turn they are empowered to help their children. Parental skills can be improved in a variety of settings; the rise in the number of extended schools should provide increased opportunities for learning. It is also vital that literacy is promoted across a wide variety of agencies, demonstrating the extent to which literacy pervades so much of society.  

2)      Early years language support is essential – The importance of speech and language needs to be fully recognised as the foundation of all reading. The importance of the early years of a child’s life need to be fully recognised and part of this drive should be a commitment to the Sure Start model, which provides framework for a national, holistic and coordinated approach to childcare.

3)      A consistent holistic approach to literacy needs to be in place throughout a child’s education – As children progress from the early years settings and into more formal education an emphasis on literacy needs to be maintained. Speech and language are still important as social facilitators and essential life skills, but reading and writing will also become increasingly important. To create a reading culture, one which encourages reading for pleasure, it is important that literacy is visible throughout the entire school and curriculum. Schemes such as Reading Connects are important in helping to establish the framework for this integration.

4)      The creation of a culture where reading and literacy are associated with success – The Leitch review of skills, released in 2006, highlighted that many adults in Britain who would benefit the most from education and higher literacy skills do not consider them important.[14] The lack of understanding about the relationship between literacy and employability is something that the National Year of Reading (NYR) is seeking to address. This message is paramount and ensuring that it is sustained is a vital aspect of the legacy of the NYR. Any success in a creation of a literacy culture is reliant on a multi agency approach, including government, local authorities, employers and education providers.  

Downloadable version of this submission: Recommendations to the social mobility commission  [pdf].

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[1] NFER (2007) Progress in International Reading Literacy Study: readers and reading national report for England 2006

[2] Rane-Szostak, D. & Herth, K. (1995). Pleasure reading, other activities, and

loneliness in later life. Journal of Adolescent & Adult Literacy

 

[3] OECD (2002) Reading for Change – performance and engagement across countries

[4] CBI  (2002) Tackling low skills: Finding the right approach

[5] Primary National Strategy (2006) Learning from Every Child A Reader

[6] Jeynes, W.H. (2005). A meta-analysis of the relation of parental involvement to urban elementary school student academic achievement. Urban Education, 40

[7] Harris & Goodall (2007) Engaging Parents in Raising Achievement Do Parents Know They Matter?

[8] Whitehurst, G. J., and Lonigan, C. J. (1998). Child development and emergent literacy. Child Development, 69(3)

[9] Gest, S.D., Freeman, N.R., Domitrovich, C.E. and Welsh, J.A. (2004). Shared book reading and children’s language comprehension skills: the moderating role of parental discipline practices. Early Childhood Research Quarterly, 19

[10] Social Justice Policy Group (2006) Breakthrough Britain

[11] Sanders, M. G. and Epstein, J. L. (1998). School-family-community partnerships and educational change: International perspectives.

[12] Office of National Statistics (2004)

[13] Xtrodinary people (2008) No to Failure: interim report

[14] Leitch Review of Skills, 2006, Skills in the UK: The long term challenge

 

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