As the debate around childhood literacy intensifies, a growing body of evidence suggests that the government's proposed solution of more frequent reading assessments may be missing the mark entirely. Rather than helping children develop a genuine love for reading, experts warn this approach could do more harm than good.
The testing treadmill: running in place
Education specialists point to a fundamental flaw in the current strategy: testing doesn't teach. "Measuring something more frequently doesn't automatically improve it," explains one leading literacy researcher. "We're confusing assessment with instruction."
Recent data reveals that despite increased testing regimes, reading progress has stagnated in many UK schools. The focus on test performance has created what educators call "assessment literacy" - where children become skilled at taking tests rather than developing deep reading comprehension.
What actually builds confident readers?
Evidence from successful literacy programmes points to several key factors that genuinely improve reading skills:
- Systematic phonics instruction: Structured teaching of letter-sound relationships provides the foundational skills children need to decode words confidently
- Reading for pleasure: Children who read regularly for enjoyment show significantly better reading comprehension and vocabulary development
- Access to diverse books: Well-stocked classroom and school libraries with books that reflect children's interests and experiences
- Teacher expertise: Professional development that helps educators identify reading difficulties early and provide targeted support
The hidden cost of over-testing
Beyond the questionable educational benefits, excessive testing carries significant downsides:
- Reduces time available for actual teaching and reading practice
- Increases anxiety among young learners, particularly those already struggling
- Narrows the curriculum as teachers feel pressured to "teach to the test"
- Creates a negative association with reading that can last a lifetime
A better way forward
Instead of doubling down on assessment, education leaders advocate for a more balanced approach. "We need to invest in what works, not just what's easily measurable," argues a primary school headteacher with a proven track record of improving literacy.
This includes proper funding for school libraries, protected time for teachers to work with struggling readers individually, and creating reading cultures in schools where books are celebrated rather than just assessed.
The path to improving literacy isn't through more frequent testing, but through creating environments where children discover the joy and power of reading. As one education expert concludes: "When we make readers, not just test-takers, the results follow."
