Creative Teaching & Learning

Closing The Reading Achievement Gap With Solo Taxonomy

Disadvantaged children in Slough, an affluent borough in the South of England, were not only not benefitting from the teaching of reading as much as their peers , but guided personal support from Teaching Assistants was actually making the situation worse. A project to support deeper understanding using Solo Taxonomy was decided upon. Researcher Heather Clements explains what the research found.

An analysis of attainment in Slough primary schools in 2018 identified that a key area of underperformance in an otherwise comparatively high performing borough was in reading. Following extensive discussions with the schools where reading was weaker and analysis of performance data, it was clear that there were a number of schools which had a significant achievement gap between disadvantaged and non-disadvantaged pupils in reading. 

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