To catch up completely, students need to progress at least 3x the normal rate.  Read more in our blog ‘10-Point Checklist: Literacy at Secondary School’ https://wp.me/p4hKgx-33 (2 min read).

For struggling readers, progress should be monitored frequently and reliably.  Read more in our blog ‘10-Point Checklist: Literacy at Secondary School’ https://wp.me/p4hKgx-33 (2 min read).

It is vital to know whether your low-progress readers have difficulty with decoding, comprehension, or both.  Read more in our blog ‘10-Point Checklist: Literacy at Secondary School’ https://wp.me/p4hKgx-33 (2 min read).

Intervention should not lead to students falling behind in other areas.  Read more in our blog ‘10-Point Checklist: Literacy at Secondary School’ https://wp.me/p4hKgx-33 (2 min read).

For maximum efficiency, individual gaps should be addressed individually.  Read more in our blog ‘10-Point Checklist: Literacy at Secondary School’ https://wp.me/p4hKgx-33 (2 min read).

Poor motivation can skew test results downwards.  Read more in our blog ‘10-Point Checklist: Literacy at Secondary School’ https://wp.me/p4hKgx-33 (2 min read).

Ensure that systems are in place to support catch-up if students are out of class.  Read more in our blog ‘10-Point Checklist: Literacy at Secondary School’ https://wp.me/p4hKgx-33 (2 min read).

Reading data from entry to secondary school quickly becomes out-of-date.  Read more in our blog ‘10-Point Checklist: Literacy at Secondary School’ https://wp.me/p4hKgx-33 (2 min read).

Gains like these are transformative for the students. Their lives have been changed, their educational trajectories altered and their life choices opened up wide. Your students who are behind now could be GCSE ready by this time next year.  We can help.

Teaching reading effectively is one of the cheapest, most useful things we can do as a society. It is central to social justice and it is life changing. We can help.

Effective intervention at secondary school requires concentrated firepower that brings both rapid and lasting results. ‘Quick wins’ are the enemy.  Read more in our blog ‘Can’t Read, Won’t Read: Matthew Effects’ https://wp.me/p4hKgx-1u (4 min read).

Honest self-reflection is critical to improving how we deliver. Read more in our blog ‘I Tried That and It Didn’t Work . .’ https://wp.me/p4hKgx-wS (3 min read).

Reading is required of us in almost every facet of our lives, every single day. It affects study, work, relationships, confidence, self-esteem mental health, employment, housing, health and life expectancy.  Read more ‘Can’t Read, Won’t Read: Matthew Effects’ https://wp.me/p4hKgx-1u (4 min read).

Geraldine Carter died on 17 May, aged 87. Many will remember her as kind, generous, wise, funny, and always ready with insight, encouragement or challenge. (1/5)

By the time that students with reading difficulties hit secondary school, numerous complications have developed on top of the underlying problem.  Read more in our blog ‘Can’t Read, Won’t Read: Matthew Effects’ https://wp.me/p4hKgx-1u (4 min read).

There are some things we don't know we don't know! Read more in our blog ‘I Tried That and It Didn’t Work . .’ https://wp.me/p4hKgx-wS (3 min read).

Compromising method compromises results.  Read more in our blog ‘I Tried That and It Didn’t Work . . . ‘ https://wp.me/p4hKgx-wS (3 min read).

Secondary school is the last chance saloon for students with reading problems. No child should leave school after 11 years unable to read well.  Read more in our blog ‘Can’t Read, Won’t Read: Matthew Effects’ https://wp.me/p4hKgx-1u (4 min read).

Schools need to resist the pressure to compromise on thorough training.  Read more in our blog ‘I Tried That and It Didn’t Work . . . ‘ https://wp.me/p4hKgx-wS (3 min read).

Students’ lack of motivation to read is often founded on the very sensible premise that it’s not possible for them. This is, of course, incorrect – but their experience tells them otherwise.  Read more in our blog ‘Can’t Read, Won’t Read: Matthew Effects’ https://wp.me/p4hKgx-1u (4 min read).

It is vital to know whether your low-progress readers have difficulty with decoding, comprehension, or both.  Read more in our blog ‘10-Point Checklist: Literacy at Secondary School’ https://wp.me/p4hKgx-33 (2 min read).

If we try to intervene without detailed assessment information, some students are going to miss out on the help they need. We need to do our homework.  Read more in our blog ‘Can’t Read, Won’t Read: Matthew Effects’ https://wp.me/p4hKgx-1u (4 min read).

Rapid progress is the only acceptable progress for intervention at secondary school. Students need to progress at three or more times the normal rate.  Read more in our blog ‘Can’t Read, Won’t Read: Matthew Effects’ https://wp.me/p4hKgx-1u (4 min read).

Teaching struggling adolescent readers requires a complex repertoire of skills - simply doing ‘phonics’ or ‘vocabulary’ won’t cut it.  Read more in our blog ‘Can’t Read, Won’t Read: Matthew Effects’ https://wp.me/p4hKgx-1u (4 min read)

Poor motivation can skew test results downwards.  Read more in our blog ‘10-Point Checklist: Literacy at Secondary School’ https://wp.me/p4hKgx-33 (2 min read).

Reading data from entry to secondary school quickly becomes out-of-date. Read more in our blog ‘10-Point Checklist: Literacy at Secondary School’ https://wp.me/p4hKgx-33 (2 min read).

1. Data is collected during every Thinking Reading lesson, so it's easy to calculate the average reading gains per lesson, and the ratio gain (RG) of progression for every month in the programme.  Some case studies..

We consult with senior leaders to ensure that systems are in place so that every child who needs help is identified & helped. Thinking Reading is not a ‘bolt-on’ but is integrated into the ‘DNA’ of the school: this partner school created a purpose built Thinking Reading room.

Our mission is to eradicate adolescent illiteracy. No student should leave school unable to read well, regardless of background. If you believe this too, we'd love to hear from you. https://www.thinkingreading.com/contact

One of the hardest issues to crack is teaching young people to believe that they can learn, when their education has largely taught them the opposite. Read more in our blog ‘Can’t Read, Won’t Read: Matthew Effects’ https://wp.me/p4hKgx-1u (4 min read).

Data is collected during every Thinking Reading lesson, so it's easy to calculate the average reading gains per lesson, and the ratio gain (RG) of progression for every month in the programme.  Some case studies..

📚 Thinking Reading is grounded in principles developed via research, theoretical work & field‑tested in the real world. Our lesson content & teaching is based on 4 key approaches: 1. Engelmann's Direct Instruction 2. Precision Teaching 3. Systematic Speech-to-Print Phonics 4. Behavioural Science.

Being behind in reading does not equate to low intelligence . In fact, learning to read well can improve IQ results.  It's vital teachers reject myths and low expectations when tackling adolescence literacy problems. There is always hope & our case studies speak for themselves.

Why does Thinking Reading work so well? Our programme is rigorous, research-backed and systematic. We teach more in less time using age-appropriate books and expert teaching methods. Highly detailed assessment tracks progress in every aspect of the customised, one-to-one lesson.

Our mission is to eradicate adolescent illiteracy. No student should leave school unable to read well, regardless of background. If you believe this too, we'd love to hear from you. https://www.thinkingreading.com/contact

Our mission is to eradicate adolescent illiteracy. No student should leave school unable to read well, regardless of background. If you believe this too, we'd love to hear from you. https://www.thinkingreading.com/contact

Are you stumped by your students’ reading problems? We've written this to help teachers -  :  https://www.amazon.co.uk/Thinking-Reading-secondary-teacher-reading/dp/1911382683

Teaching reading effectively is one of the cheapest, most useful things we can do as a society. It is central to social justice and it is life changing. We can help.

The scale of the problem of students leaving secondary school unable to read is an unnecessary tragedy. We can do something about the students who can’t yet read. They do not have to be outside, looking in, unable to access the curriculum. It's never too late and we can help.

Gains like these are transformative for the students. Their lives have been changed, their educational trajectories altered and their life choices opened up wide. Your students who are behind now could be GCSE ready by this time next year.  We can help.

Many children are not learning to read, not because they cannot learn but because their teachers have been misled.  Find out about myths and misconceptions in our book. Link here: https://amzn.eu/d/0daLABre

Who does Thinking Reading help? We equip secondary schools to improve reading outcomes for all students including the lowest 10%. The students that you didn't think could learn to read will learn to read. They will catch up rapidly — and completely.

Why does Thinking Reading work so well? Our programme is rigorous, research-backed and systematic. We teach more in less time using age-appropriate books and expert teaching methods. Highly detailed assessment tracks progress in every aspect of the customised, one-to-one lesson.

Why does Thinking Reading work so well? Our programme is rigorous, research-backed and systematic. We teach more in less time using age-appropriate books and expert teaching methods. Highly detailed assessment tracks progress in every aspect of the customised, one-to-one lesson.

Many children are not learning to read, not because they cannot learn but because their teachers have been misled.  Find out about myths and misconceptions in our book. Link here: https://amzn.eu/d/0daLABre

Why does Thinking Reading work so well? Our programme is rigorous, research-backed and systematic. We teach more in less time using age-appropriate books and expert teaching methods. Highly detailed assessment tracks progress in every aspect of the customised, one-to-one lesson.

We know that students sustain their gains. No other secondary school reading intervention collects data in this area. If a student falls back, the system requires them to complete additional lessons to secure their progress. Contact us for more information: https://www.thinkingreading.com/contact/

We support our schools to develop a coherent, long-term strategy for raising literacy standards through an in-depth consultation process, & provide actionable recommendations at the policy, systems, curriculum, classroom & intervention levels. Find out more https://www.thinkingreading.com/contact/

Data is collected during every Thinking Reading lesson, so it's easy to calculate the average reading gains per lesson, and the ratio gain (RG) of progression for every month in the programme.  Some case studies..

Thinking Reading is a whole-school strategy with an intensive, one-to-one intervention at its heart. Our practice is built upon the synthesis of well-evidenced teaching methods with decades of research evidence to support them.