Reading attainment changed little since the 1950’s - November 26, 2007

A study carried out at the University of Durham  has found that despite the millions of pounds poured into different reading schemes and the government’s literacy programme, children’s reading attainment has shown little change since the 1950’s.

This is not entirely surprising. Neither government nor education policy makers in general seem  willing to investigate children’s “readiness” for reading – a major determinant of reading success -  irrespective of the method used to teach reading.

It used to be said that reading readiness coincided with the shedding of the first milk teeth, which usually occurs between 6 and 6½ years of age.  Many other European countries do not expect a child to start formal education until  6 – 7 years of age, preferring to concentrate on the sensory-motor aspects of learning, which are the building blocks for later academic success.

In 1996, INPP developed a programme for schools designed to enable teachers to identify children whose sensory-motor skills are immature for their age and who therefore may be at risk of under-achieving in the classroom as a direct result of developmental immaturity.  In addition to providing teachers with a system of assessment, the programme also comprises a series of developmental exercises which can be carried out by a whole class of children on a daily basis.

The programme has been the subject of a series of independent studies*. One sample involving 810 children in mainstream schools in the UK found that the sensory-motor skills of 48% of 5 – 6 year olds and 35% of 7 – 9 year olds were immature when compared to chronological age.  It also showed a relationship between immature physical skills and lower educational achievement. A more recent evaluation of 55 children in primary schools in Northumberland has shown a relationship between immature balance and coordination and lower reading age compared to chronological age.  In other words, it is possible that at least a third of British children are failing to reach government targets in reading as a result of developmental immaturity. The figures for children who fail to meet reading targets remains relatively stable irrespective of changes in teaching methods, educational policy etc.

Results from use of The INPP Developmental Exercise Programme in Schools indicate that developmental exercises introduced on a daily basis for one academic year can have a significant impact on children’s sensory-motor skills.  Not only does physical coordination improve, but measures of non-verbal performance, behaviour and reading improve amongst children who were physically immature and under-achieving at reading.

Does the government want to know?

Until children’s developmental readiness is taken into account a percentage of children will fail to reach government targets, not necessarily because they are unintelligent, but because they lack the equipment to perform at the tasks put in front of them.

*   Goddard Blythe SA. Releasing educational potential through movement.Child Care in Practice. 11:4.415-432.

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Effects of alcohol in pregnancy on children’s behaviour - November 7, 2007

A study published in the Archives of General Psychiatry Journal (6.11.07) have uncovered a relationship between alcohol use during pregnancy and behavioural problems in children.  Conduct problems cited include kicking, fighting, bullying, being , poor impulse control and attention problems.

It is still not known what constitutes a “safe” limit for pregnant women to drink, but it is known that the ratio of alcohol that passes to the developing baby is many times greater than the amount drunk by the mother. This combined with a period of rapid brain and central nervous system development renders the foetus particularly vulnerable to profound damage (as in foetal alcohol syndrome FAS)  and more subtle damage to the central nervous system.

For further information on the long term effect of alcohol use in pregnancy see www.foresightpreconception.org.uk/alcohol. 

The subject is also explored in a new book “What babies and children really need” due to be published by Hawthorn Press. Stroud. Spring 2008. info@hawthornpress.com

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Breast fed babies are brighter -

Only last year, a study was published by the Medical Research Council refuting the long held belief that breast feeding can help to optimise a child’s intelligence. They maintained that previous studies had not taken the mother’s social and educational background into account.

Yesterday, the results of two new studies were reported - one from New Zealand and the other involving 2,232 British twins - these have confirmed that breast feeding is linked to higher IQ in 9:10 children who have inherited a specific gene involved in the processing  of fatty acids. Fatty acids are important for brain development and breast milk provides a rich source of specific fatty acids and co-factors needed for the absorption and conversion of fatty acids. 

Some of the mechanisms by which breast feeding helps to release fatty acids and other benefits to both mother and baby are explained in a new book, “What babies and children really need”, due to be published by Hawthorn Press, Spring 2008. 

For further details or media requests for pre-publication review copies, contact info@hawthornpress.com

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