ABSTRACT

I have been involved in the teaching of reading for over thirty years, initially as a primary school teacher, then as an LEA (Local Education Authority) Advisory Teacher working with pupils with literacy difficulties and, for the last fifteen years, as a SENCo (Special Education Needs Co-ordinator) in secondary schools. Over this period of time I have become aware of the performance of a large group of pupils who chose not to read and of the implications that this has for their final level of academic achievement. These students are able to decode adequately, but find comprehension increasingly difficult as they move through secondary school. Their problems remain unidentified as an individual’s reading comprehension is assumed to be at the level of their decoding ability.