POOR READERS IN SECONDARY-SCHOOL

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.