Thinking Reading

We partner with secondary schools to ensure that struggling readers catch up rapidly & completely. Poor reading is a teaching problem. We change the teaching.

[Thinking Reading @ThinkReadHQ]

Reading problems in secondary school create a complex web of consequences for mental health, confidence and self-esteem – as well as limiting academic progress. Read more in our book.

Link to our book: (Amazon): https://t.co/MIb8T8t88y

[Thinking Reading @ThinkReadHQ]

Honest self-reflection is critical to improving how we deliver. Read more in our blog ‘I Tried That and It Didn’t Work . .’ https://t.co/M8dZttoLaR (3 min read).

[Thinking Reading @ThinkReadHQ]

Reading is required of us in almost every facet of our lives, every single day. It affects study, work, relationships, confidence, self-esteem mental health, employment, housing, health and life expectancy. 

Read more ‘Can’t Read, Won’t Read: Matthew Effects’ https://t.co/9aL05VdiwF (4 min read).

[Dianne Murphy 📚🇳🇿🇮🇪 @ThinkReadTweet]

Many in the reading & @researchED1 communities will be sad to hear of Geraldine’s passing. She was respected, smart & knowledgeable - readily engaging in conversations about the advancement of the science of reading. I always found her very encouraging and amazingly constant. RIP

[Thinking Reading @ThinkReadHQ]

By the time that students with reading difficulties hit secondary school, numerous complications have developed on top of the underlying problem. 

Read more in our blog ‘Can’t Read, Won’t Read: Matthew Effects’ https://t.co/JNYG4LKXy4 (4 min read).

[Thinking Reading @ThinkReadHQ]

There are some things we don't know we don't know!

Read more in our blog ‘I Tried That and It Didn’t Work . .’ https://t.co/M8dZttoLaR (3 min read).

[Thinking Reading @ThinkReadHQ]

Compromising method compromises results. 

Read more in our blog ‘I Tried That and It Didn’t Work . . . ‘ https://t.co/M8dZttoLaR (3 min read).

[Thinking Reading @ThinkReadHQ]

Secondary school is the last chance saloon for students with reading problems. No child should leave school after 11 years unable to read well. 

Read more in our blog ‘Can’t Read, Won’t Read: Matthew Effects’ https://t.co/JNYG4LKXy4 (4 min read).

[Thinking Reading @ThinkReadHQ]

Schools need to resist the pressure to compromise on thorough training. 

Read more in our blog ‘I Tried That and It Didn’t Work . . . ‘ https://t.co/M8dZttoLaR (3 min read).

[Natasha Porter OBE @NPorter_]

Kids who end up in prison come from a small number of hyper-local areas. It’s a no brainer that more work should be done in these areas to work out what exactly is wrong and how to fix it.
Simultaneously we need to rethink YOIs, starting with how we train and support officers.

[Thinking Reading @ThinkReadHQ]

Students’ lack of motivation to read is often founded on the very sensible premise that it’s not possible for them. This is, of course, incorrect – but their experience tells them otherwise. 

Read more in our blog ‘Can’t Read, Won’t Read: Matthew Effects’ https://t.co/9aL05VdiwF (4 min read).

[Thinking Reading @ThinkReadHQ]

It is vital to know whether your low-progress readers have difficulty with decoding, comprehension, or both.  Read more in our blog ‘10-Point Checklist: Literacy at Secondary School’ https://t.co/VzVcvaYGp1 (2 min read).

[Thinking Reading @ThinkReadHQ]

If we try to intervene without detailed assessment information, some students are going to miss out on the help they need. We need to do our homework. 

Read more in our blog ‘Can’t Read, Won’t Read: Matthew Effects’ https://t.co/JNYG4LKXy4 (4 min read).

[Thinking Reading @ThinkReadHQ]

Rapid progress is the only acceptable progress for intervention at secondary school. Students need to progress at three or more times the normal rate. 

Read more in our blog ‘Can’t Read, Won’t Read: Matthew Effects’ https://t.co/JNYG4LKXy4 (4 min read).

[Thinking Reading @ThinkReadHQ]

Teaching struggling adolescent readers requires a complex repertoire of skills - simply doing ‘phonics’ or ‘vocabulary’ won’t cut it. 

Read more in our blog ‘Can’t Read, Won’t Read: Matthew Effects’ https://t.co/JNYG4LKXy4 (4 min read)

[Thinking Reading @ThinkReadHQ]

Poor motivation can skew test results downwards. 

Read more in our blog ‘10-Point Checklist: Literacy at Secondary School’ https://t.co/VzVcvaYGp1 (2 min read).

[Thinking Reading @ThinkReadHQ]

Reading data from entry to secondary school quickly becomes out-of-date. Read more in our blog ‘10-Point Checklist: Literacy at Secondary School’ https://t.co/VzVcvaYGp1 (2 min read).

[Thinking Reading @ThinkReadHQ]

2. If you would like to see these results for your struggling readers & improve their life chances - do contact us via our website - we'd love to help. https://t.co/6EPyoeGZe3

[Thinking Reading @ThinkReadHQ]

1. Data is collected during every Thinking Reading lesson, so it's easy to calculate the average reading gains per lesson, and the ratio gain (RG) of progression for every month in the programme.  Some case studies..

[Thinking Reading @ThinkReadHQ]

We consult with senior leaders to ensure that systems are in place so that every child who needs help is identified & helped. Thinking Reading is not a ‘bolt-on’ but is integrated into the ‘DNA’ of the school: this partner school created a purpose built Thinking Reading room.

[Thinking Reading @ThinkReadHQ]

We provide a 3 year package of ongoing support, guidance & training after the programme is implemented, to ensure that Thinking Reading is embedded, operating effectively & remains sustainable even where there is staff turnover. This includes access to our training platform, webinars, research articles, & email & telephone support.