Poverty to blame for decline in reading test scores, research suggests 

These lower test scores are 'in part' because of the impact of persistent poverty on the home learning environment, such as access to books, reading, and other activities that help enhance cognitive development. File picture

Children’s reading test scores declined significantly with each additional spell of poverty they experienced, mainly due to reduced access to books and cultural activities, research suggests.

The findings are included in research published today by the ESRI and the Department of Children, examining the links between poverty and poorer educational outcomes.

Using data from the Growing Up in Ireland study, researchers examined children across five ‘points’: At the age of nine months, three years, five years, nine years, and 13 years.

Reading test scores at age nine, and verbal fluency test scores at age 13, decline with each additional period in poverty, the study found.

These lower test scores are “in part” because of the impact of persistent poverty on the home learning environment, such as access to books, reading, and other activities that help enhance cognitive development.

Children living in poverty were also less likely to be involved in cultural and sports activities.

While attitudes to school are broadly positive at nine years, 9% of children who were persistently poor ‘never like school’ compared to 4% of those who were never poor.

Similar gaps in attitudes are seen at 13 years.

At age 13, young people were asked about how far they expected to stay in full-time education.

Those with exposure to persistent poverty had “significantly lower expectations”, the study found.

Almost 80% of those who were never poor expect to get a degree-level qualification. This fell to 62% among children who were persistently poor.

By the time children were nine years of age, almost half (45%) of families had experienced low income and/or financial strain at least once.

By age 13, this had increased to 51% of families. A fifth of families had experienced three or more waves of persistent poverty by age 13.

This was the case for 14% of the families of nine-year-olds.

Professor Emer Smyth, co-author of the report, said: “The findings point to the importance of providing access to a range of extra-curricular activities and promoting parent–child reading.”

“Better quality relationships between teachers and students are found to enhance school and subject engagement, educational expectations, and cognitive development, so school climate is key in addressing the impact of poverty on children.”

Children’s minister Norma Foley said the findings “show the importance of tackling child poverty, given the impact that it has on children’s education and life opportunities.”

“Helping children to access supports at home and at school, and providing after-school access to sports, drama, art, and music is important.”

• Jess Casey is Education Correspondent.