Considering early intervention in ameliorating reading difficulties

Abstract

There are a large number of children underperforming in the area of literacy in Irish primary schools today. This dissertation addresses the question of whether early intervention, around the time of first class, can ameliorate reading difficulties in young children. In this study, thirteen first class children were selected to take part in a six week intervention, based on their performance in literacy within their class. Their four mainstream class teachers were also included in the data gathering process. A mixed method approach allows for the incorporation of various forms of research, including standardised testing, interviews and a personal reflective journal. Common misconceptions between dyslexia and reading difficulties are highlighted in the paper. The results of the project demonstrate the vital need for a structured approach to teaching children to read as the positive results of an early intervention become clear. It is hoped that this paper will inform educators of the importance of identifying struggling readers in the early years of formal education, and implementing intense, structured tuition as a form of intervention to assist these at-risk children.