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Shortly after I started teaching in a secondary school, in the early seventies, I had a conversation with an eleven year old who had “bunked off” my English class, and who, I discovered, could not read. No-one had told me about this when I took over the class – a colleague asked me if I didn’t believe in “self-fulfilling prophecies” – and the deputy head told me with equanimity that “lots of boys in the first year can’t read”.

My response was to become a reading teacher, and from that time onward, I’ve been doing all I can to teach reading and other aspects of literacy as effectively as possible so that people will be able to read, with their problems either knocked out or severely cut down. After a few years, a certain amount of success and a couple of articles, I was introduced to an American book written during World War Two, with the educationally unfashionable title Remedial Techniques in Basic School Subjects, whose author, Grace Fernald, had developed simple and effective approaches to serious reading difficulties, including some caused by brain damage. She had done equally good work on basic arithmetic, and her insights into foreign languages coincided with work I’d done with children who had been failing in French (my degree subject).

Read all about it HERE

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