Adolescent students with reading difficulties face compounding challenges in both reading and writing, yet few interventions address both within content-area instruction. This study examined an integrated reading, writing, and knowledge-building intervention using Self-Regulated Strategy Development (SRSD) across four curriculum topics with 12 secondary school students with reading difficulties. A clustered concurrent multiple-baseline single-case design evaluated writing outcomes using an adapted 6+1 Trait® Writing Rubric. Visual analysis showed immediate level changes replicated across three staggered clusters, with complete observed non-overlap between phases for most students and outcomes; the pattern of gains nevertheless varied by trait. Findings extend SRSD research to secondary school students with reading difficulties and are consistent with, though do not test, the proposition that writing can index knowledge built through sustained curricular reading.

Students with reading difficulties in secondary school may experience co-occurring socio-emotional needs, yet few interventions have addressed both domains in an integrated format. This study evaluated an intervention combining reading and writing instruction with embedded mental health literacy (MHL) sessions for Year 7–8 students (N = 12) with reading difficulties and elevated socio-emotional risks. The intervention was delivered across three UK secondary schools using a clustered multiple-baseline single-case design. Findings indicated strong and replicated evidence of a functional relation for writing. Reading fluency growth was generally positive and effects were temporally coincident with intervention introduction, though within-cluster variability was evident. Reading comprehension results, measured using MAZE, were suggestive but inconclusive due to limited assessment occasions and substantial overlap. Socio-emotional wellbeing data showed no reliable intervention effect across the sample. The findings suggest that the severity of students' baseline socio-emotional profiles may constrain what MHL instruction can achieve within a short intervention window, highlighting a gap in the existing MHL evidence base.

Teacher knowledge forms the foundation for implementing the science of reading (SOR) in classrooms, shaping instructional practices and influencing student outcomes. While considerable research has examined teacher knowledge in alphabetic languages, limited attention has been given to non-alphabetic languages, including Chinese. Despite the distinct linguistic features of Chinese and the growing body of Chinese SOR literature, valid and reliable assessments of teachers’ knowledge of foundational reading instruction in Chinese are still lacking. This study developed and validated an instrument grounded in the Chinese SOR framework, targeting key foundational reading skills such as character reading and vocabulary. Items were created and refined through expert review and administered online to 500 in-service and pre-service teachers. Data were analyzed using exploratory factor analysis, item response theory, and multilevel modeling. Findings indicated good reliability and validity, with a unidimensional structure. This may reflect the integrated nature of character reading and vocabulary in Chinese literacy instruction. The instrument showed high precision in identifying lower-ability levels among in-service teachers and captured a broader range of ability among preservice teachers. The instrument offers practical utility for identifying knowledge gaps and designing targeted professional development and teacher preparation programs. Additionally, teacher characteristics, including the number of reading-related training hours and special education background, were significantly associated with performance on the assessment.

This study examined the reading outcomes associated with a 10-week, multicomponent reading intervention designed for Year 4 and 5 students with persistent reading difficulties. Developed using principles from the science of reading and aligned with current recommendations, the program integrated decoding, fluency, vocabulary, and comprehension strategy instruction. Five students participated in a single-case AB design study. Visual analyses of data suggested that all students’ oral reading fluency scores were generally higher during the intervention phase, although gains varied according to baseline reading profiles. Students with higher initial fluency tended to show larger increases and some maintenance at follow-up, whereas students with the lowest baseline skills displayed more limited changes. Social validity ratings suggested high acceptability among students and teachers. The observed patterns point to the potential value of open educational reading interventions grounded in established evidence-based instructional components, while highlighting the need for differentiated intensity to better support students with more severe reading difficulties.

This paper examines how the concept of dyslexia, a problem that was once considered to be both rare and highly salient, has now been broadened to such an extent that many adults with successful educational histories, and without any history of significant reading difficulty, receive a dyslexia diagnosis only after having progressed to higher education, training, or employment. It is argued that the basis of the problem lies largely in conceptual and scientific misunderstandings. While there is a wide consensus that dyslexia represents a severe, complex, and persistent difficulty in learning to decode text, many have placed undue emphasis upon a wide variety of cognitive processes as diagnostic indicators. The primary error stems from conflating the greater likelihood of finding such difficulties in groups of struggling readers with the belief that these can be adjudged to be markers of dyslexia in the case of a given individual. This misconception has been exacerbated by a growing emphasis upon self-reported difficulties and the use of lived experience as primary means of understanding the nature of the condition. The dangers that result for scientific advance and for evidence-led educational policy and practice are highlighted. It is contended that the expansion of the dyslexia construct, and the misuse of assessment data, particularly when employed with adults, has in part been fueled, not by scientific research, but by the misunderstandings, interests, and motivations of those receiving and providing diagnostic services. Illustrative examples from the domains of adult higher education, medical training, and employment tribunals are offered as illustration.

Research has demonstrated a connection between anxiety and reading-related variables (e.g., achievement) in elementary school students, including those receiving reading intervention. While numerous psychometrically strong measures of child anxiety exist, there remains a need for a brief, self-report screening tool that can be used for assessing anxiety specific to reading. This study presents findings on the development and psychometric properties of such a measure, the Reading Anxiety Scale (RAS). Third- and fourth-grade students who were participating in a larger randomized control trial completed the RAS at two time points (T1, n = 306; T2, n = 219), along with other self-report behavioral measures. Exploratory factor analysis and confirmatory factor models demonstrated good fit for the six-item RAS. Further analysis revealed that the screener was most accurate at detecting higher than average reading anxiety levels, consistent with development goals. Internal consistency was adequate, as were convergent and discriminant validity. Overall, preliminary support for the RAS as a screener for identifying reading-related anxiety symptoms was demonstrated. Findings are discussed in terms of the utility of the scale, particularly within the context of school-based intervention research. (PsycInfo Database Record (c) 2026 APA, all rights reserved).

This study investigates disparities in the identification of specific learning difficulties (SpLD) in England. We estimated multilevel logistic regression models on National Pupil Database records for approximately 540,000 Year 6 students across 14,800 schools. Student-level predictors included academic performance in reading and math, gender, English as an additional language (EAL) status, mobility status, and individual economic deprivation indicator; school-level predictors included average school reading and math attainment, proportion of EAL students, and average deprivation. Substantial between-school variation in SpLD identification was observed. After controlling for attainment and student background characteristics, EAL students had markedly lower odds of identification. Similarly, female students were less likely to be identified for SpLD than their male peers. Furthermore, higher average school-level deprivation predicted reduced identification odds. These findings highlight that systemic and contextual factors, alongside individual learning profiles, shape SpLD identification and raise concerns about equitable access to assessment and support for a diverse group of learners.

This study examines the knowledge and preparedness of preservice teachers in India and England regarding the teaching of foundational reading skills. Recognising the critical role of teachers in preventing reading difficulties through explicit instruction in phonics, vocabulary knowledge, and reading comprehension strategies, we aimed to compare preservice teachers’ knowledge in these areas between the two countries. A survey was developed for this study and administered to preservice teachers enrolled in teacher education programs in India and England. The survey assessed their phonics knowledge, pedagogical practices across key reading domains, and confidence in supporting students with reading difficulties in inclusive classrooms. Descriptive analyses indicated that English preservice teachers demonstrated greater familiarity with phonics knowledge and were better prepared in pedagogical practices, particularly in phonics instruction, phonological awareness, and reading fluency. Both groups showed low preparedness in teaching vocabulary knowledge. Notably, Indian preservice teachers reported higher confidence levels in supporting students with reading difficulties despite lower performance in knowledge assessments. These findings suggest a need for enhanced focus on explicit phonics instruction in Indian teacher education programs and increased emphasis on vocabulary instruction in both countries. Implications for early childhood education policy are discussed, particularly with regards to preparing teachers to provide high-quality literacy instruction that supports children’s academic success.

Background: In England, the number of English as an Additional Language (EAL) learners has been increasing. While prior research has explored the educational outcomes of EAL learners and students with special educational needs and disabilities (SEND), the intersection of these two groups remains under-researched. Aims: This study aims to analyse the impact of EAL status and SEND on student achievement in reading, writing, and mathematics. Samples: The study utilizes data from the National Pupil Database, focusing on approximately 2.5 million Year 6 students in England, including around 360,000 students identified with SEND across four academic years (2015-2019). Methods: The study employs multilevel modelling to examine the main effects and interactions of EAL status, SEND, gender, and prior attainment on student achievement in reading, writing, and mathematics. Results: The findings reveal that EAL students tend to catch up with their non-EAL peers in academic performance over time. However, EAL students with SEND face persistent challenges, particularly in reading. The study also highlights the heterogeneous nature of SEND, with varying impacts of EAL status across different SEND categories. Conclusions: The study underscores the importance of early intervention and targeted support for EAL students with SEND. It emphasizes the need for tailored educational strategies that address the unique challenges faced by this diverse group of learners. The findings have implications for educational policy, practice, and research, advocating for a more nuanced understanding and approach to supporting the educational needs of EAL students with SEND.

Students who are at-risk of academic underachievement demonstrate comparable academic growth to their typically developing peers during the academic school year. However, research has consistently shown that these students experience significant learning loss during the summer months, averaging a decline of 3–4 months of academic progress and knowledge. While substantial funding has been allocated to support summer instruction, there remains a lack of research specifically examining the impact of summer interventions for struggling readers at the secondary level. This synthesis systematically reviewed the effects of summer interventions with a reading component on the reading outcomes for students with, or at-risk of, reading difficulties in grades 6–12. Analysis of 13 studies revealed mixed results regarding the effectiveness of such interventions. Notably, teacher-led summer programs tended to be more effective than student-directed, home-based models that provided books without direct instruction. These findings highlight the critical need for more rigorous and targeted research on summer interventions for secondary students with or at-risk of reading difficulties.

Reading comprehension is contingent upon the integration of various reading skills, including word reading, reading fluency, and comprehension strategies. Students who encounter challenges in both word reading and reading comprehension present an opportunity for growth across multiple reading-related domains. Recent intervention data, as demonstrated by Vaughn et al. (2022), underscores the effectiveness of employing multicomponent reading interventions that target diverse reading skills, yielding positive outcomes for elementary students. This article aims to furnish educators with essential insights and resources to design and implement tailored multicomponent interventions for students with reading difficulties or learning disabilities. By incorporating these targeted interventions, teachers can provide personalized support, thus facilitating growth in the students' reading-related skills. Moreover, the article offers practical methodologies for progress monitoring, allowing teachers to accurately track students' reading-related growth and make data-driven adjustments to optimize their learning experiences. Empowering teachers with such evidence-based approaches can have a profound impact on students' reading comprehension and overall academic success.

Legislative frameworks in England have been designed to support children with special educational needs and disabilities (SEND). Despite efforts from policy makers, achievement gaps persist between students with SEND and their typically developing peers. This study examines the extent and persistence of academic achievement gaps between students with various SEND classifications and their peers. Utilising data from the National Pupil Database, a comprehensive analysis of approximately 2.5 million Year 6 students across four academic years was conducted. The analysis focused on reading, mathematics, and writing achievements, exploring variations by SEND type and assessing changes over time. The findings revealed substantial, persistent gaps across all examined subjects, with the largest discrepancies noted in students with intellectual disabilities. Although some variability was observed based on the type of SEND, all students with SEND performed, on average, below their peers, with gaps widening over the examined period. The results underscore the need for a critical re-evaluation of educational practices and policies intended to support students with SEND.

This study explores the perceived effectiveness of an open educational reading programme for primary school pupils with specific learning difficulties (SpLD) such as dyslexia. The programme, implemented by experienced teaching assistants (TAs), encompassed multiple aspects of reading, including phonics, sight word reading, reading fluency, vocabulary development and comprehension strategies, addressing the diverse needs of students with SpLD. Past observational studies have shown a disconnect between recommended reading practices and actual teaching approaches, often leading to a neglect of crucial skills like vocabulary, reading fluency and reading comprehension instruction for this student population. The current study aimed to bridge this research-to-practice gap, involving educators in programme development to ensure its effectiveness and practicality. Findings from interviews with five TAs indicate a strong need for comprehensive programmes that integrate various reading skills. The open educational reading programme received positive feedback from TAs, highlighting its role in engaging students and supporting active participation. This research underscores the significance of translating scientific insights into practical, transformative educational resources, emphasising the critical role of public engagement in advancing reading education. Additionally, this study emphasises the imperative of developing educator-oriented programmes that are research-based and easily accessible, thereby enhancing the practical application of scientific knowledge.

Reading comprehension is a complex cognitive task that involves the interaction of various subskills. This chapter starts by describing the theoretical framework that underpins reading comprehension and examines the key components associated with this crucial skill. This helps to highlight the challenges faced by pupils with reading difficulties or specific learning difficulties such as dyslexia. Prior research is summarised, and a new study is described. The chapter concludes by providing recommendations and strategies to support and address the needs of this specific student population effectively, offering guidance for future interventions and initiatives.

Early identification plays a crucial role in providing timely support to students with learning disabilities, such as dyslexia, in order to overcome their reading difficulties. However, there is significant variability in the methods used for identifying dyslexia. This study aimed to explore and understand the practices of dyslexia identification in the UK. A survey was conducted among 274 dyslexia professionals, including educational psychologists and dyslexia specialists, to investigate the types of assessments they employ, their approach to utilizing assessment data, their decision-making processes, and their conceptualization of dyslexia. Additionally, the study examined whether these professionals held any misconceptions or myths associated with dyslexia. Analysis of the survey data revealed substantial variability in how professionals conceptualize dyslexia, as well as variations in assessment methods. Furthermore, a significant proportion of the survey respondents subscribed to one or more misconceptions regarding dyslexia; the most common misconception identified among professionals was the belief that children with dyslexia read letters in reverse order. The findings highlight the need for standardized approaches to dyslexia identification and debunking prevailing misconceptions. The implications of these findings are discussed, emphasizing the importance of informed policy and practice in supporting students with dyslexia. Recommendations are provided to enhance consistency and accuracy in dyslexia identification, with the aim of facilitating early intervention and support for affected students.