A survey suggests that up to a third of children in an average classroom are hindered from keeping up with lessons because of their reading ability and need additional help.
However, while 69% of the teachers in the research said they felt well-equipped to address the needs of students with differing reading skills, 84% admitted to sometimes feeling at a loss as to how to help struggling readers in their lessons.
Teachers also report that parents often struggle to encourage their children to read at home, especially due to digital distractions and also because parents themselves sometimes do not read much.
The findings reveal a key challenge for schools – the conflict between effective interventions to support struggling pupils versus lost curriculum and classroom time.
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