Background
Strong literacy skills are necessary for children to succeed at school, and without them children are less likely to achieve academically, go on to higher or further education or have the necessary skills to get the jobs they want. Children who come to school with poor language skills and little experience of reading and sharing books are at a distinct disadvantage. If they fail to catch up, children get frustrated and lose confidence in their ability to learn. Children may become passive in the classroom, or they may become disruptive or play truant, leading to them falling even further behind. Working with community partners, and enlisting parental support, can help break the cycle, leading to improvements in children's confidence and skills.

Approaches that work
Children who have poor verbal communication skills need lots of opportunities to develop a discursive language so they can articulate their feelings and make sense of their world. Reading comics and magazines helps develop confidence, while introducing children to books and using the library can widen their reading experiences, especially where there is little previous experience of books in the home. The use of storytellers and drama, musicians, sport, libraries, museums and galleries can also stimulate interest and encourage children to interact together and develop their oral skills and confidence. This can develop into an enthusiasm for writing about their experiences. For children who have experienced trauma and seem detached from their surroundings, using storytelling approaches and activities can encourage the imagination and stimulate a response.

What research tells us
Research shows that poor reading is an important element of social exclusion. Approaches that encourage reading and writing by linking to hobbies, sports and other interests, as well as popular culture (like TV, cartoon characters and text messaging) and the use of role models, can motivate children with poor literacy skills to get involved in reading and writing. But research also shows that additional factors for children at risk of later social exclusion are having parents who are not 'signed up' to support their children's learning and do not encourage them to pursue further education or training when they leave school. Literacy approaches that address parental support and help sustain a positive home culture for learning should therefore be considered alongside specific help to improve children's literacy skills.