In 2015 is was estimated that nearly 50% of children leaving primary school did not have the language skills required for them to fully engage with material in high school.
Imagine the difference which could have been made if the literary difficulties these children experienced were identified at a much earlier stage – would the situation be different if they had been given the support they required? Unfortunately, we will probably never know the answer to these questions.
However, since reading plays a decisive role in learning, what we do know is that high reading attainment tends to contribute towards improved school performance. Those children who find reading difficult frequently fall behind in many subjects, and their struggles can prevent them from achieving their potential in the classroom.
Our assessment enables schools to quickly and objectively analyse reading attainment, so they can provide interventions at a very early stage and give every student the opportunity to learn and perform to the best of their ability.