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Turning the page

Tackling the myths and assumptions that impede reading in schools

Our report

In our new report, we attempt to shine a light on the challenges of teaching reading in schools. Our nationwide survey of 600 primary and secondary school teachers found that:

  • Teachers estimate a third (33%) of students are weak readers and need additional support to keep up with the content taught
  • Teachers believe 2.5 hours of curriculum time each week is lost helping students to read
  • 9 in 10 teachers (87%) feel personally responsible that they should help weak readers improve.

As well as an analysis of these findings, our report invites school leaders and experts in primary and secondary education to outline what they think are the biggest issues when it comes to implementing an effective reading strategy and what school leaders can do to address them. They also explain how assessments such as the New Group Reading Test (NGRT) and Star Reading, and cross-curricular tools such as myON, can help.

Explore themes

Teachers estimate a third (33%) of students are weak readers and need additional support to keep up with the content taught.

Teachers believe 2.5 hours of curriculum time each week is lost helping students to read.

9 in 10 teachers (87%) feel personally responsible that they should help weak readers improve.

84% of teachers have felt at a loss at times about how to help a struggling reader.

9 in 10 secondary teachers (90%) say it would be valuable or very valuable to know which students in their class have been identified as struggling readers.

Four-fifths of teachers (82.5%) think parents find it difficult to encourage children to read at home.

How NGRT, Star Reading and myON can help

Turning the page - tackling the myths and assumptions on reading in schools

Listen to the latest episode of our podcast on the myths and assumptions on reading in schools