Page 28 - The East Sussex Way

Moving forward together

In an ideal world, primary and secondary schools would work in
harmony to address the reading gap by having a ß uid and consistent
transition programme in which the teaching of reading matches
individual and community needs. In this world:

• Every teacher shares responsibility for reading,
understanding its importance for learning in their

subject and beyond.
• Further research is undertaken into reading ages,
looking at why it is beneÞ cial to recognise these and
how to develop teaching to cater for the varied
reading ages.
• Teachers regularly share reading priorities, and
observe and learn from each other’s practice across
primary and secondary.

• Primary and secondary schools share information,
strategies and expertise so that pupils’ reading does
not falter at the point of transition, but strengthens.
• An East Sussex adviser for ‘Reading through transition’
helps schools to establish a consistent approach to
reading before, during and after transition.

Further reading on reading

Boag, H. (2021). Reading at the Transition. Research Schools Network.

DfE (2021). The reading framework: Teaching the foundations of
literacy. DfE.

Education Endowment Foundation. (2022). Teaching Reading:
Developing Fluency Evidence into Action podcast. EEF.

Education Endowment Foundation. (2021). Improving Literacy in Key
Stage 2. EEF.

Greenshaw Research School. (2020). Improving Reading in
Secondary Schools – Let’s be more speciÞ c about it. Research
Schools Network.

Herts for Learning. KS2 and KS3 Reading Fluency Projects.

Higgins, S., Katsipataki, M. & Coleman, R. (2014). Reading at the
Transition: interim evidence brief. (EEF)

Huntington Research School 2018 The ‘Reading Gap’ between
Primary and Secondary School (Research Schools Network)

Rasinski, T. & Cheesman, M. (2021). The Megabook of Fluency:

23 Strategies and Texts to Engage All Readers. Scholastic Professional.