A follow-up of a representative sample of poor readers through seconda
ry schooling confirmed persisting reading problems for most children.
As a group, poor readers fell further behind a normal-reading comparis
on group during their early teens. Later reading progress was unrelate
d to gender, SES background, behavior problems or non-school attendanc
e, though these factors did influence wider school attainments. Poor r
eaders were more likely to leave school early, and had much depressed
educational qualifications. There were no differences in the reading p
rogress or academic attainments of specifically retarded (IQ-discrepan
t) and generally backward poor readers.