ABSTRACT
This chapter considers the evidence on the teaching of reading and writing, and examines the sources of poor reading. It observes a substantial tail of learners leaving primary school with poor levels of both, a bigger tail than would be left if best practice were followed, especially in reading. The chapter discusses the key measures to improve reading, under the main headings of phonics-plus, focussed attention, technology, and reading engagement, and also the specific problems of boys' reading and the teaching of reading beyond primary school. Reading is obviously crucial to children's education, and much more besides. Those who fail to learn to read properly by age 11 commonly have poor educational outcomes at age 16 and often suffer from a variety of social setbacks in later life. Literacy skills are critical for earnings in the labour market. Writing also matters, but the longer-term consequences of writing failure have been less studied.
