Schools the world over are facing increasing problems with children who can hardly read or write. Reporter Karen Smith looks at what Bermuda is doing to stop youngsters falling through the net into illiteracy.

For some children, the act of picking up a book and reading the text does not come naturally.

In fact, it can be nothing short of a nightmare.

While some youngsters skip through the pages, reading fluently and clearly, others seem to struggle with the simplest of words, confusing letters, sounds and tenses.

Some may be good at writing and have the support from home, but still find the skill of reading out of their grasp.

As a result, the fear of books becomes intense, and the whole reading experience develops into an embarrassing and unpleasant one.

By the tender age of six-years-old, a child could have learnt to either love books -- or loathe them.

And though so young, their feelings at that time could have a lasting effect on their lives and their education.

In 1997, the Education Ministry launched a Reading Recovery programme targeted at primary two pupils who were falling behind.

Four years down the line, the 20-week programme is proving to be a major success.

There are currently 95 children undergoing the Reading Recovery scheme, which amounts to about 17 percent of the six-year-old population.

However, by the end of the year, Government expects double that figure to have passed through the programme.

Of those that did the intensive reading practice in 1999-2000, 80 percent achieved average or higher levels in reading and text writing by the end of the course.

And the projected success rate for this year is 85 percent.

Education Minister Senator Milton Scott said the aim of the programme was to get a hold of any potential problems before they became too deep-seated.

He said: "Reading Recovery is an important strand of the Government's drive to improve literacy standards.

"In the last two years, we have expanded the programme considerably and invested in the teachers who deliver it.

"We are now seeing the results of that investment. These results are remarkable considering the problems that the students have when they start the programme.

"It is important that we reach these students in the early years, before they start to fall too far behind to catch up with their classmates. That's why Reading Recovery focuses on primary two students.'' There are 18 Government primary schools involved in the project, as well as three private schools.

In total, 30 teachers have undergone training and are an integral part of the course after having gone through a year's special reading training, followed by refresher courses.

Reading Recovery Teacher Leader Darnell Todd-Wynn told The Royal Gazette that the aim of the programme was to bring youngsters up to speed in a matter of months.

The children in need have 30 minutes one-to-one reading with a teacher every day for 15 to 20 weeks, more if needed.

But when the extra classes cease, they are continually monitored to ensure they do not fall behind again.

And to the children involved, that 30 minutes is one of the most valuable parts of their day.

She said: "The sessions not only improve and develop the reading skills of the child, but they build self-esteem as well.

"The first person who actually notices a difference is the child. They grow in confidence and independence. They begin to enjoy it.

"Reading Recovery is about studying the child's strengths and weaknesses, particularly the strengths, and putting a learning programme in place specifically for them.

"Every child is individual.'' This week, Reading Recovery teacher trainer Blair Koefoed, from New Zealand, is in Bermuda holding refresher courses for the Island's specially trained staff.

Yesterday, at the Reading Recovery centre in Roberts Avenue, Pembroke, a number of teachers, and some principals, gathered to watch and study teachers via a one-way glass partition as they tutored youngsters.

The aim of the training session was to enable the teachers to learn from each other about the right ways and wrong ways to coach children on reading, and to help them develop their own skills.

This is Mr. Koefoed's fourth visit to the Island, and he said the success of Bermuda's Reading Recovery programme just keeps growing.

He said: "Learning to read and write is quite a complex issue, and I don't think anybody could determine how well a child will do when they first come into the world.

"There is no doubt that poverty, having English as a second language (in an English speaking country) and having large immigrant populations does impact.

"But I just think that some children find it easier than others. A child with lots of books and a privileged upbringing may have difficulties, where as a child from the Bronx who owns no books may find it much easier.

"It is a very personal and individual thing that has to be tackled in the early stages in different ways specific to the child.'' He said it was not unusual to find a six-year-old who had good writing skills, but found problems when reading.

But he said Reading Recovery was about improving both the skills of reading and writing.

He added: "But it's also about making it fun. Teachers have to build up a child's self esteem by concentrating at first on the things they are good at.

We have to first find a foundation and build on their strengths. Once the confidence grows, everything else will start to fall into place.

"The end objective is to make children independent when it comes to reading.'' Mr. Koefoed, who trains teachers and attends conferences in the UK, US, Canada, Australia and in his homeland, said Bermuda was no different when it came to the number of children who needed help.

He said he was impressed by the Reading Recovery programme in place on the Island, but said he would now like to see more data recorded and published on how successful it was.

That is something the Ministry is working on, said Mrs. Todd-Wynn.

Reading Recovery teacher Bronwen Pett, who teaches at East End Primary School, has been involved in the project since it was launched, and said it was now the favourite part of her job.

She said: "You build a relationship with the child and it gets to the point where the child really looks forward to their reading session every day.

"Sometimes we begin with a child who thinks they are a failure, even at age six, because they have problems reading. But after 15 or 20 weeks they see how they have improved and they have a sense of accomplishment. It is wonderful to see that.'' And teacher Anita Bushara, who teaches only Reading Recovery part-time at Heron Bay Primary School, said one of the things she noticed was the growth of the child's vocabulary.

She said: "Sometimes when they come they can maybe only write one sentence.

However, by the time they complete the programme they are writing pages. They look at that and see how far they have come. That is excellent for a child's self-esteem.'' Sen. Scott said he was pleased with the progress made so far on Reading Recovery, however, he was anxious to see children of all ages tackle their problems with reading and writing.

He added: "We will continue to keep driving up literacy standards in our schools.

"Last year, we introduced Literacy Place, which provides interactive materials for the teaching of language/arts and we are increasing staff development opportunities to enable teachers to learn best practice.''