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Reading Difficulties in Secondary School Pupils in England
This report from the Department of Psychology, University of York and GL Assessment summarises the findings of a research study investigating reading skills in secondary school pupils. A key finding is that a substantial proportion of secondary school pupils who experience reading difficulties are not identified on the school register of special educational needs. This suggests that there are problems with the current system of identifying pupils with reading difficulties within secondary schools.
Leadership Briefing 6.03(63)