The Effect Poverty has on Literacy

Brain development in childhood occurs across a range of social, emotional and cognitive elements (Gross, 2005). One of the most fundamental fields of development develops in terms of language and literacy. There has been a huge amount of research around this and it has demonstrated that children and young people from low-income families are at a higher risk of entering school with poor language skills compared to more privileged students. On average, they score two years behind on standardised language development tests.                       (Welsh Government, 2016)

Today, significant increases in the number of lone parent families, stepfamilies, cohabiting couples and same sex couples has resulted in an increased variety of family formations which can all have an effect on a child’s literacy (Oliver and Pitt, 2010). Vygotsky states the importance of a secure family unit and society on the literacy development of a child is crucial, believing when home life is challenged by poverty, the child's social and cultural environment is likely to be seriously shaken (Gross, 2005).     

This implies that poverty has a detrimental impact on the child. The Good Childhood Report (2012) demonstrates it is not a case of what families have and how affluent they are, but it is the relationships within a family that are important to children. They state that when children have a stable, happy family, they have a healthy nurturing relationship, confirming that stability is important in society. 

A child's relationship with a consistent, caring adult in the early years is associated later in life with healthier behaviours, positive peer interactions and an increased ability to cope with stress and perform better at school (Hubbuck, 2009).

Research has shown that poverty can affect a child from the age of 18 months, and by the age of two, children from low-income families show a six-month gap in language proficiency. At age three there can be such a profound gap that children would need to have 1-1 teaching in order to catch up with their peers. Children living in poverty are more challenged with understanding abstract language and have reduced literacy skills (Welsh Government, 2018).

The Institute of Education researched child poverty and a child living in poverty scores 10% less than their peers who are not. This research looked at vocabulary, reading, picture recognition and pattern construction. Families living in poverty may not have the time or resources to read to their children and this has a profound effect on a child’s emerging literacy skills (Welsh Government, 2013). Building a foundation for strong literacy skills must begin early, and the process of acquiring these skills begins at birth, so it is imperative that parents make an active effort to read to their children.

In 2013, the Welsh government stated that more needs to be done by ministers to tackle the effects of poverty on low school achievement. Inspection body Estyn also stated that ‘schools do not make good use of money allocated to help poorer pupils’ (2013).

The report states that emphasis is on literacy but not on tackling the link between poverty and low achievement. The Welsh government says it is "absolutely committed" to breaking the link between deprivation and educational attainment, however there is often a stigma attached to poverty and families are often reluctant to share this with schools.

The vast difference in vocabulary between children of different income levels relates to their exposure to varied vocabulary at home. In the span of one year, children from poor families are exposed to 250,000 utterances at home, while children from wealthy families hear four million. Discussion in low-income households is often focused on daily living concerns, such as what to eat, what to do and other practical topics. Therefore, children may be unprepared for a different type of discussion in a school setting. Figures published by Children in Wales in 2016 show that 31% of children in Wales are living in poverty and that is massive. Children are said to be living in poverty if they live in families with an income below 60% of the median income.  The Welsh Government has announced a grant worth £2.3 million for schools to provide sanitary products to female pupils.

Children in Wales are working on a new project supported by the Welsh Government, called the ‘Price of Poverty’.   The initial aim is to develop handouts for schools on the massive impact that poverty has on children’s experience of school. This project is for pupils from low income or disadvantaged families.  The Guides will highlight particular areas of school life that have a negative impact on pupils from low income or disadvantaged families and how schools might address these issues.  One of the topics will include, homework, home learning and extra-curricular activities. This will hopefully change children and young people that live in poverty and will enable them to keep up with their peers which will boost their confidence and improve their literacy skills.  

Within poverty, early education and intervention are extremely important to close the gap. It is also important to support the families by being open and honest which will give them empowerment.

In 2016, Carl Sargeant AC/AM who is the Cabinet Secretary for Communities and Children for the Welsh government was part of designing ‘The new Communities and Children portfolio’ which was aimed to provide opportunities to make a positive and lasting difference to the lives of young people in Wales (Welsh Government, 2016).

Today, children have increased opportunities and the welsh government is working closely with schools to tackle poverty and the effect it is having on literacy. It is acknowledged not all children live acceptably and this is where safeguarding policies and the Children Act (2004) are utilised, stating that all professionals should put the well-being of children above the views of anyone else - even parents. Language connects us all; therefore, it is necessary to foster children’s communications skills from a very young age. With the appropriate combination of early intervention and parental engagement, it is entirely possible for children from low-income families to overcome the language achievement gap.

Children in Wales (2019) Poverty [Available at] https://www.childreninwales.org.uk/our-work/poverty/[Accessed on 21/03/2019]

Children in Wales (2019) The Price of Poverty: Improving the Wellbeing of Pupils from Low Income and Disadvantage Families [Available at] https://www.childreninwales.org.uk/our-work/poverty/price-poverty-improving-wellbeing-pupils-low-income-disadvantage-families/ [Accessed on 21/03/2019]

Department of Education (2011) The Education Act [Available at] http://webarchive.nationalarchives.gov.uk/20130802140618/https://media.education.gov.uk/assets/files/pdf/e/the%20education%20act%202011%20equalities%20impact%20assessment.pdf [Accessed on 21/03/2019]

Gross, R (2005) Psychology of Mind and behaviour. 5^thed. Hodder Arnold Publication. London.

Hubbuck, C (2009) Play for sick children. Play specialists in hospital and beyond. London. Jessica Kingsley Publishers. 

National Archives (2004) The Children Act [Available at] http://www.legislation.gov.uk/ukpga/2004/31/part/3  [Accessed 07/03/2019]

Office for Standards in Education (OFSTED) (2010) Personal health and social economic education in schools [Online] [Available at] http://www.ofsted.gov.uk/resources/personal-social-health-and-economic-education-schools [Accessed 20/03/2019]

Oliver, B and Pitt, B (2011) Working with Children, Young People and their Families. Exeter. Learning Matters

Welsh Government (2016) Child Poverty Strategy: Assessment of Progress 2016 -Summary Report