ABSTRACT
Learning support teachers can work effectively with pupils only when they have a specific and detailed profile of their strengths and weaknesses as readers. This must include a look at their fluency for decoding text(mechanical reading of the words on the page), their level of understanding of what they read and their emotional attitude to the reading process itself. This information can come from a variety of sources:
commercial reading tests
home-made reading tests such as miscue analysis or phonological sound lists
an emotional assessment of the pupil's attitude towards learning in general and reading in particular.
