Reading and achievement: some lessons for the future

Abstract

Underachievement in reading is a major threat to pupils’ educational progress in both primary and secondary education. The largest group who persistently performed least well in reading was composed of Year 6, white pupils from poor socio‐economic backgrounds. This group is a particular cause for concern. Low reading performance, moreover, almost certainly means that for these pupils other aspects of literacy such as writing and spelling are also weak. The cumulative effect of these weaknesses in literacy on their self‐esteem and opportunities to learn can only be guessed. This is an extract from an Office for Standards in Education report on the inspection of reading standards in 45 primary schools in three school districts in London. It ends with a comment which is open‐ended in nature and gives the impression that, as yet, the answer is unknown. The purpose of this paper is to argue that the cumulative effect of weaknesses in literacy does not have to be guessed. The paper draws attention to some of the substantial research evidence already available which demonstrates the link between learning to read and subsequent academic achievement. It relates this evidence to some school improvement programmes and some government initiatives to raise standards. Implications for practitioners and policy‐makers are identified and some fundamental questions for the future are posed. The paper is in six sections. Section one considers the relationship between socioeconomic disadvantage and achievement, and describes the impact disadvantage can have on children's reading progress. Section two examines research into the general effect of schooling on pupils’ progress and achievement. Section three describes research‐based projects which have focused on how underachievement can be combatted. Section four examines specific early‐intervention programmes. This is followed, in section five, with a review of government initiatives to raise educational standards, particularly in disadvantaged areas. Section six provides a synopsis of the main issues and identifies some key lessons and questions for the education system.