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Poor readers in secondary school

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Abstract

A follow-up of a representative sample of poor readers through secondary schooling confirmed persisting reading problems for most children. As a group, poor readers fell further behind a normal-reading comparison group during their early teens. Later reading progress was unrelated to gender, SES background, behavior problems or non-school attendance, though these factors did influence wider school attainments. Poor readers were more likely to leave school early, and had much depressed educational qualifications. There were no differences in the reading progress or academic attainments of specifically retarded (IQ-discrepant) and generally backward poor readers.

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Authors and Affiliations

  1. MRC Child Psychiatry Unit, Institute of Psychiatry, De Crespigny Park, SE5 8AF, London, UK

    Barbara Maughan & Michael Rutter

  2. Policy Studies Institute, London, UK

    Ann Hagell

  3. Institute of Psychiatry, London, UK

    William Yule

Authors
  1. Barbara Maughan
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  2. Ann Hagell
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  3. Michael Rutter
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  4. William Yule
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Maughan, B., Hagell, A., Rutter, M. et al. Poor readers in secondary school. Read Writ 6, 125–150 (1994). https://doi.org/10.1007/BF01026909

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