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Mastering reading: a targeted intervention model for secondary learners at St Christopher's
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Authors
Editors
Date
2026
Educational Level
ISCED Level 1 Primary Education
ISCED Level 2 Lower Secondary Education
ISCED Level 3 Upper Secondary Education
ISCED Level 4 Post-secondary Non-tertiary Education
ISCED Level 2 Lower Secondary Education
ISCED Level 3 Upper Secondary Education
ISCED Level 4 Post-secondary Non-tertiary Education
Curriculum Area
Geographical Setting
United Kingdom of Great Britain and Northern Ireland
Abstract
Context: The project was conducted at St Christopher's, a Church of England secondary school, in response to ongoing challenges in reading acquisition among secondary-aged pupils with complex Special Educational Needs and Disabilities (SEND). Existing strategies, such as reading age assessments and informal mentoring, were insufficient to address significant reading gaps in this demographic.
Aims: The primary aim of the intervention was to implement a structured, mastery-based reading program designed to accelerate reading progress and build student confidence while fostering a broader culture of reading within the school.
Methods: The intervention utilized "Master Classes" intended for pupils in Years 7 to 9, organized by reading age. Prioritization was given to those with a reading age gap of three years or more. Each session focused on specific areas including sight word instruction, vocabulary acquisition, and reading comprehension, utilizing a combination of direct instruction and collaborative learning strategies. The program also incorporated metacognitive strategies, and parental engagement was emphasized through informative communication and recognition of student achievements.
Findings: Preliminary results indicated substantial improvements, with some pupils achieving up to six months of reading progress within weeks. Quantitative data from diagnostic assessments reflected consistent advancement across the Lexonik framework. The intervention fostered social connections among students, as those with similar reading challenges formed supportive relationships. Teachers reported better access to curriculum for these students, and parents appreciated the support and transparency regarding their children's needs.
Implications: The findings illustrate the importance of selecting age-appropriate interventions for secondary learners with SEND and maintaining fidelity to the chosen program through adequate staff training and support. Careful management of lesson withdrawals is crucial to ensure equitable learning experiences. Enhanced communication with families and educators can significantly improve engagement and educational outcomes, suggesting that structured interventions can effectively support both academic progress and personal development in similar educational contexts.
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Keywords (free text)
inclusion, special educational needs and disabilities (SEND), mastery learning, reading