Special reading programme for P2 pupils launched |22 August 2018

Primary 2 pupils with reading difficulties and classified as struggling readers will as from tomorrow, August 23, be following a special reading programme to raise their level of reading.

The special reading programme aims to help increase their decoding, fluency, comprehension or vocabulary and spelling, thus leading them to acquire the basic competencies which will allow them to cope confidently with the requirements of the P2 curriculum. 

The official launch of the special reading programme, which started with a two-day training programme for teachers who will be conducting the programme, was held yesterday at the ICCS by the Minister for Education and Human Resource Development Jeanne Simeon in the presence of school managers and the teachers themselves.

The initiative came about after the results of national assessments over the past six to ten years indicate serious levels of underachievement in languages and mathematics by the end of primary six due to weak foundation in literacy and numeracy at Key Stage One and Key Stage Two.

The data collected from the end of the key stage one (P2) assessment in reading for 2017, has indicated that there are learners who have still not been able to meet the desired level in reading both in Creole and English. 16% of the population of 1235 pupils performed at level one in the English literacy test. Those learners are now in P3 and most of them are still struggling to catch up with the curriculum requirements.

During her first meeting with head teachers this year, Minister Simeon stressed on the importance of developing pupils’ reading systematically with a view of improving Key Stage Assessment and P6 National Examinations results.

She underscored the need to have a strong foundation in literacy so that results can be sustained over the years. 

The special reading programme is an initiative undertaken jointly with the private sector and schools to support teachers, special education coordinators and early childhood coordinators.

Cyril Pillay, the director for primary schools, said Pillay R Group and the Indian Association of Seychelles have partnered with the Ministry of Education and Human Resource Development to co-fund the training and reading activities.

Ramu Pillay, the managing director of Pillay R Group, and D.V. Sharma, a representative of the Indian Association of Seychelles, were present at the launch ceremony yesterday morning.

When he addressed the head teachers, P2 teachers gathered in large numbers to follow the training as well as other guests, Mr Ramu Pillay commended the Ministry of Education and Human Resource Development for the opportunity to contribute and to do something good for the young generation of our country.

He highlighted the importance of building a strong education foundation for children at a very young age noting that reading is a key component of this foundation.

He touched on the initiative his company and the Indian Association have started at Port Glaud school and noted that they are encouraged by the support of the ministry, teachers and parents.  

In remarks leading up to the launch, Minister Simeon stressed on the fact that “reading is a multifaceted process that develops only with practice”.

“There are certain aspects of reading, such as fluency and word recognition, which can be learned in a few years. These basics must be mastered but at the same time reading comprehension should be emphasised in the process,” she stressed.  

Minister Simeon went on to add that success in reading has a direct effect on the progress made in most areas of the school curriculum. 

“The lack of strong reading comprehension skills obviously affects a pupil’s success in school as academic progress depends on understanding, analysing, and applying the information gathered through reading,” she reiterated, noting that pupils who do not have effective reading skills by the end of primary 2 are more likely to fall behind.

Minister Simeon noted that some of the related reasons for underperformance have been broadly identified through the annual national assessment reports and these include the quality of teaching, the quality and availability of resources, the types of school-based intervention programmes, among others.

She averred that while certain specific intervention programmes were tried out at various levels in the primary school system, they have not been sustained over time.

“To this end, an exercise was conducted in all schools towards the end of term two of this year to establish the number of students currently in primary two preparing for the end of Key Stage One Assessment and who are classified as struggling readers. The statistics point to a downward trend, which requires immediate intervention,” she confirmed.

Altogether over 300 pupils have been identified as struggling readers.

To address the situation, a special working group was set up after numerous consultations to spearhead the special reading programme initiative.

It is led and coordinated by Sonia Mancienne, a retired teacher and specialist in teaching reading. The other seven teachers in the group also have many years of extensive experience in teaching reading to run the programme.

The working group has been tasked to develop a training package for teachers and Special Needs Education Co-ordinators (Senco), conduct training of P2 teachers and Sencos as well as monitor and evaluate implementation of the reading programme.

Following the two-day training programme, the teachers will as from tomorrow until September 5 be conducting special reading classes at different centres for the pupils identified with reading difficulties.

An evaluation is expected to be compiled and submitted to the ministry by the coordinator of the working group at the end of September.