How to identify the real barrier to reading - and what to do next

Most literacy strategies fail for one simple reason:

They do not start with the barrier.

In this live session, we will show you how to:

• identify what is actually limiting reading in your school
• decide when intervention is still needed - and when it is not
• ensure all learners build the language and knowledge needed to access the curriculum

The problem

Schools should not give every learner the same literacy solution.

Yet this happens every day.

We see:

• intervention used long after the barrier has been addressed
• reading data collected, but not used to guide decisions
• ‘reading for pleasure’ expected to solve curriculum access
• no clear model for teaching academic language across subjects

The result is predictable:

Time is spent. Effort is high. Impact is limited.

The shift

Reading is not a generic skill.

It depends on:

• secure decoding and fluency
• background knowledge
• vocabulary
• disciplinary literacy

That is why the starting point must be a decision process, not a programme.

In this session, we will walk through a simple decision tree and show how to apply it in practice.

What you’ll learn

You will leave with a clear, usable model.

We will cover how to:

• obtain and use standardised reading comprehension data
• diagnose whether the barrier is word reading, comprehension, or both
• reserve phonics and fluency intervention for the pupils who need it
• avoid reapplying intervention once the barrier is secure
• move to quality first teaching of academic language for all learners

Who this is for

• Headteachers
• Deputy Heads (curriculum / standards)
• English and literacy leads
• MAT leaders

Why attend

This is not a product demonstration.

It is a practical session to help you:

• identify whether your current approach matches the barrier
• avoid misdirected intervention
• strengthen whole-school literacy through academic language