Authors

Three new reports into reading are canaries in the coalmine, writes Megan Dixon, and we need to listen to their warnings

Evidence-informed practice is a priority in schools, but applying researchers’ findings properly requires careful thought, says Megan Dixon

Unpicking the pandemic’s effects on literacy in primary will be a long slog, not a walk in the park, writes Megan Dixon, but do we have the right people for the mission?

A new longitudinal study reveals troubling insights into the experiences of low-attaining students in schools, but simple steps can make a big difference, says Megan Dixon

Reading ages are a staple of reading assessment in many schools, says Megan Dixon. But how much faith should we put in the results of these tests?

The previous government’s obsession with building knowledge was counterproductive for teaching reading comprehension – now I’m hoping for a new era with less focus on knowing more, says Megan Dixon