![]() Teachers and support staff knew which pupils were getting additional help, what aspects of reading they struggled with and what intervention they were receiving. Leaders shared information about struggling readers with staff. ![]() They could then understand what pupils needed to know to become proficient readers, and what gaps in their knowledge might prevent this. The schools also gave training to subject teachers. They shared their expertise and delivered internal training. Those staff also supported other members of staff. Schools made sure that staff who taught specific aspects of reading, or particular reading programmes, had relevant training. Staff who taught reading had the expertise they needed to teach weaker readers. This meant that they knew precisely what to teach. Diagnostic tests gave schools more detail than initial reading age assessments. This analytical approach meant that the schools could design additional teaching and intervention programmes to meet pupils’ specific reading needs. These tests included assessment of fluency rates, word reading accuracy and efficiency, and phonic knowledge. They followed this up with diagnostic tests to determine which aspects of reading pupils struggled with. Schools screened all new pupils’ reading. Schools accurately identified gaps in pupils’ reading knowledge. They communicated this commitment to all staff, raising the visibility of reading across the school so that all staff knew the part they played in supporting struggling readers. Leaders made sure that this help was part of a well-thought-out curriculum and a wider school reading strategy for all pupils to become proficient readers. They invested in additional, bespoke help for struggling readers and training for staff who taught reading. Visits to secondary schools that were shown to be effectively supporting struggling readers, to speak to leaders, pupils and staff ĭiscussions with His Majesty’s Inspectors ( HMI) who are primary specialists or secondary English specialists The report describes how these secondary schools make sure that pupils who have left primary school not able to read age-appropriate books with fluency become proficient readers who can access the secondary curriculum. ![]() The findings illustrate how these secondary schools identify specific reading weaknesses, and how they provide targeted support for struggling readers. In spring 2022, we led research visits to 6 secondary schools in which a higher-than-expected proportion of poor readers got a grade 4 or above in English language at GCSE. Each year, only 10% of disadvantaged children who leave primary school with their reading below the expected standard get passes in English and mathematics at GCSE. As the secondary curriculum places increasing demands on reading comprehension, older pupils who struggle with reading comprehension do not catch up. Without identification of their reading needs and targeted additional teaching, pupils who arrive in secondary school as poor readers are likely to continue to struggle. It is therefore harder for them to access the curriculum in secondary school, because the required levels of literacy rise rapidly beyond primary school. As a result, they do not accumulate the background knowledge and vocabulary they need to improve their comprehension. Pupils with poor reading struggle to read independently, and so read less. It is essential to us all if we are to participate fully in society and the workplace. The ability to read is a fundamental life skill.
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