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As we look ahead to 2025, we need to take stock of the troubling state of our system, argues Megan Dixon – and then work out how to fix it

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?