ࡱ> tvs 1bjbjAA 4F#y#y)w~~~~~8<"(J```;;;7999999,v`e~;;;;;e~~``z;v~`~`7;7`I@#0"~;;;ee;;;;;;;;;;;; D:    Press release:embargoed until 00:01 hrs,Wednesday,September 4th Pupils in England ahead in reading by age seven Seven-year-olds in England are better at reading than their counterparts in Wales and make faster progress in their literacy development from the age of three than their peers from Scotland, according to major new research being presented today. But English children may also be less happy than those living elsewhere in the UK. The reading abilities of ethnic minority pupils in London, who are on average significantly ahead of their white peers by the age of seven, may also be contributing to Englands success. These are among the findings of a new home nations comparative analysis of childrens development in England, Scotland, Wales and Northern Ireland, being presented to the British Educational Research Associations annual conference today. Researchers from Cardiff University used data from the Millennium Cohort Study, the ground-breaking project which is tracking the development of a year group of 19,000 children from their births in 2000-2001 onwards, to construct their analysis. In a first comparison, the development of children at the ages of three, five and seven in Wales was compared with that of those at the same age, and with similar background characteristics, in England. The same comparisons were carried out between England and Scotland. These found that, at the age of three, children in England and Wales did roughly as well as each other on the ability to name words, but both were behind their peers from Scotland. By the age of five, the picture had changed slightly, with children in England appearing to have improved their literacy skills faster than those in the other two countries, meaning that English and Scottish pupils were roughly equal in vocabulary, with Wales slightly behind. By seven, the research found, English and Scottish pupils were again roughly equal in reading but with Welsh children now slightly further behind again. Professor Chris Taylor, who led the research, described this gap as worrying. The researchers, from the Wales Institute for Social and Economic Research, Data and Methods (WISERD) also compared the results of pupils within their sample coming from the poorest 25% of homes in each country against their counterparts from the other nations, and, similarly, those coming from the richest 25% of homes. They found that children from the poorest homes in Wales and Scotland tended to do worse in reading at age seven than did their counterparts in England. And, while a similar gap was also found between England and Wales for those from richer homes, in Scotland, high-income children did better than their counterparts from England. The researchers suggested Englands seeming greater success with low-income youngsters in reading could have implications for education policy. [These] differencessuggest that the more comprehensive and perhaps less target-driven systems of Wales and Scotland appear to be associated with greater inequalities in child development, their paper being presented to ɫ says. The research also found that both low- and high-income seven-year-olds in Scotland and Wales reported higher levels of wellbeing than their counterparts in England. This might suggest that the possible attention on developing literacy skills in England could come at the expense of childrens subjective wellbeing, the paper says. However, reading ability was not the only educational attribute measured in seven-year-olds. In the others assessing, separately, maths and reasoning ability the picture was slightly different. The researchers found that Welsh seven-year-olds were significantly ahead of their English and Scottish peers in reasoning. Indeed, this advantage for Wales over England in reasoning translated to three months of development, compared to an advantage for England in reading of one month. In maths, English and Welsh pupils performed similarly at age seven, with their Scottish peers slightly behind. Separately, the researchers performed a regional analysis, in which the cognitive development of children in nine regions of England was compared to that of Scotland, Wales and Northern Ireland. This comparison also incorporated checks on the statistical associations between various background factors, including ethnicity, season of birth and the number of older siblings in a childs family, and higher or lower levels of development in the individual. Several background factors, including social class, ethnicity and educational levels of a childs parents, produced greater differences in pupils results than the country they were from. The research also found that children from ethnic minority backgrounds had, on average, lower levels of literacy than their white peers at age three, but that, by the age of seven, ethnic minority children had reversed this position, having a higher word reading score on average than white pupils. Children in London, though lagging behind all other English regions in terms of average literacy ability at three, were ahead of all of them by age seven, while also being in front of their peers in Wales, Scotland and Northern Ireland. But the researchers suggested the possible influence of London on Englands figures might be a reason to be cautious with how to interpret the countrys seeming success in helping children make progress in literacy. They said: It is not entirely clear whether the apparent benefit of living in England on literacy at age seven can be attributed to its distinctive national education policies. For example, differences found between England and the rest of the UK may in part be due to the significant improvement in cognitive development of children living in London. In turn, however, the differences between London and the rest of England may be due to the significant improvement of ethnic minority children who are concentrated in the capital. The findings cannot be used directly to judge the current governments record on education as the data were collected during Labours time in power. The researchers will continue their work next year, when data for 11-year-olds in the Millennium Cohort Study are released, allowing them to analyse whether the trends observed have continued as children get older. Asked about the implications of the findings for Welsh pupils education, Professor Taylor said: "The results are worrying for Wales as they suggest literacy development in the primary years is not as great as it is in England and provide strong evidence for the kind of programme of reform seen in Wales in the last few years, such as the introduction of the Foundation Phase, the National Literacy and Numeracy Programme and annual national testing. However, the analysis also highlights a need to ensure improvements in standards and child development do not come at the expense of existing higher levels of child wellbeing in Wales." Interrupting educational inequality in the UK: evidence from the UK Millennium Cohort Study is being presented to ɫ by Professor Chris Taylor and Professor Sally Power, both of Cardiff University, on Wednesday, September 4th. Further information from: Warwick Mansell ɫ press officer 07813 204245 Email: warwickmansell@gmail.com Notes for editors: 1 For the Wales-England and Scotland-England measures, five comparisons were made of childrens developing cognitive ability between the ages of three and seven. At age three, and then at age five, the comparison was based on a measure of childrens vocabulary. At age seven, separate measures of word reading ability; maths ability; and pattern construction (measuring spatial visualisation and non-verbal reasoning) were used. Northern Ireland was not included in this first set of comparisons largely because of the smaller cohort size in Northern Ireland. The researchers used information on childrens background characteristics collected by the Millennium Cohort Study, with many factors including parental social class, parental education levels, gender, season of birth and ethnicity taken into account to ensure they were comparing similar children in England with those in Wales and Scotland. 2 For the regional analysis, which compared childrens development in nine English regions with those of their counterparts in Wales, Scotland and Northern Ireland, the focus was on the above measures of literacy development at ages three, five and seven. 3 The regional analysis found that the average number of older siblings a child had childrens results get worse on average as the number of older siblings grows and the season of birth summer-born children tend to do worse both had a bigger effect on the average literacy performance of children than which country they came from. 4 It also found that children of Pakistani or Bangladeshi; Indian; other ethnic group; and Black or Black British ethnicity all performed significantly better in reading at age seven than did their white counterparts. 5 The data used for the studies were collected over the periods 2003-4 (when the children were three) to 2007-8 (when they were seven). 6 .TheWales Institute of Social & Economic Research, Data & Methods (WISERD)was established in 2009 to draw together and build upon the existing expertise in quantitative and qualitative research methods and methodologies at the universities of Aberystwyth, Bangor, Cardiff, South Wales and Swansea.WISERD undertakes research and capacity building activities that underpin research infrastructure in the economic and social sciences across Wales and beyond. Website: HYPERLINK "http://www.wiserd.ac.uk/" \t "_blank" www.wiserd.ac.uk/ 7 The 39th annual conference of the British Educational Research Association is being held at the University of Sussex from Tuesday, September 3rd to Thursday, September 5th. More than 600 research papers will be presented during the course of the conference. The conference programme can be accessed via the ɫ website:  HYPERLINK "http://www.beraconference.co.uk" http://www.beraconference.co.uk ɫ ɫ The British Educational Research Association (ɫ) is a member-led charity which exists to encourage educational research and its application for the improvement of practice and public benefit. We strive to ensure the best quality evidence from educational research informs policy makers, practitioners and the general public and contributes to economic prosperity, cultural understanding, social cohesion and personal flourishing.      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