Abstract:

Research has clearly indicated the importance of functional reading skills as a tool for personal, social and economic development and empowerment (Nelis et al. 2021). However, although Ireland ranked second in relation to overall mean reading achievement in Progress In International Reading Literacy Study (PIRLS) 2021 (Mullis et al., 2023; Delaney, et al., 2023), a considerable difference in literacy achievement continues to exist between children in disadvantaged and non-disadvantaged schools, particularly in relation to reading development (Nelis & Gilleece, 2023; McNamara et al. 2021; Karakolidis et al. 2021; Kavanagh et al., 2017). This is despite a sustained policy focus in recent decades on initiatives designed to narrow the gap, such as the National Literacy and Numeracy Strategy (Department of Education [DE] 2011), and the Delivering Equality of Opportunity in Schools (DEIS) Strategy (DE 2005; DE 2017).

This paper presents the key concepts, methods, findings and conclusions in relation to a research study which explores literacy practices in urban socio-economically disadvantaged schools situated in Ireland. The aim of this research is to investigate what existing literature in this area indicates concerning the adaptations that can be made to the literacy practices utilised in mainstream urban DEIS primary schools in Ireland for reading instruction, to more effectively support the reading development of students experiencing socio-economic disadvantage. The paper first asserts and contextualises the problem and purpose statement of the research. Relevant policy documents and research illustrating the current reading achievement gap between DEIS schools and non-DEIS schools are drawn upon, to give readers an insight into the current context in Ireland in which this research has been conducted.

A brief overview of the research methods is then outlined to capture the research design, and methods of data collection and analysis which were used within this study. This research consisted of a qualitative desk-based thematic analysis, which utilised secondary data sets that were identified within an in-depth literature review of the research topic. This is followed by a findings and discussion section which details four key themes which emerged within the findings of this study: (i) teacher autonomy in the implementation of reading instruction,
(ii) configuration of a Balanced Literacy Framework,
(iii) whole school approach to literacy education, and
(iv) literacy as a socio-cultural practice.
The paper concludes with a brief discussion of the implications primary literacy education may have for students’ later academic achievement in post-primary school, and progression to higher education.

Keywords:

Literacy education, primary education, educational disadvantage, curriculum, pedagogy, balanced literacy framework, reading instruction.