How Are Pupils With Reading Difficulties Taught? A National Survey of School Leaders and Teachers

Abstract

The research reported in this paper explored how reading provision was implemented for pupils with reading difficulties in primary schools, including the factors that influenced practitioners' instructional approaches. The findings from a questionnaire survey of educators working in diverse primary schools in England are reported. There was evidence of marked variation in reading provision across schools, alongside a strong predominance of phonics-based approaches in both whole-class reading instruction and targeted interventions. Most practitioners also reported relying primarily on professional judgement and experience when making instructional decisions: Few reported referring to research evidence as the primary basis for their approaches. These findings highlight a disconnect between research evidence showing effective practices for children with reading difficulties and practices in schools. New approaches are needed to ensure a closer match between evidence from high-quality research and optimal practice and policy.