Teaching Reading to All Learners

We asked Associate Dr Sarah Moseley to do the impossible.

To take her PhD research on making reading – and from there the whole curriculum – accessible to all children and turn it into a blog.

We think she did a great job.

See what you think.

A Pathway For All Learners

Literacy is often regarded as the foundation of all learning, yet for too long, traditional approaches to reading instruction have excluded learners with Severe Learning Difficulties (SLD) and Profound and Multiple Learning Difficulties (PMLD).

Outdated assumptions continue to shape policy and practice, with some still questioning whether structured literacy instruction is even appropriate for these learners.

However, research, including my own, demonstrates that structured approaches, when adapted thoughtfully, provide a pathway for all learners to develop reading skills.

It's So Much More than Decoding 

More than just a method for decoding words, literacy is about making meaning, engaging with the world, and fostering self-confidence.

Effective teaching goes beyond rigid approaches, instead ensuring accessibility, engagement, and relevance to learners' experiences.

This piece explores the importance of structured reading instruction, the role of teacher expectations, and the evidence-based case for an inclusive reading curriculum (Moseley, 2023).

The Phonics Debate: Phonics as the Foundation

In recent years, literacy policy in England has prioritised synthetic phonics as the primary method for teaching reading.

Yet, while phonics instruction plays a crucial role, evidence suggests that it should not be viewed in isolation. 

Research by Ehri (2020) and Castles, Rastle, & Nation (2018) highlights the role of phonics in word recognition and its importance in early reading development.

Of course, phonics and the alphabetic principle must remain central to literacy instruction, as they provide learners with the essential building blocks for reading.

The Importance of Meaningful, Engaging Literacy Experiences

However, we must ensure that the inclusion of sight words and meaningful engagement with text aids confidence, motivation, and the connection between print and oral language.

For pupils with SLD, particularly those with phonological processing difficulties, phonics instruction should be structured and explicit, with opportunities to reinforce learning through meaningful, engaging literacy experiences.

The focus must be on accessibility, ensuring that every learner can connect with text in a way that builds understanding and fosters engagement.

Teaching Children with SLD: Challenging the Assumptions

One ongoing discussion in special education is whether children with SLD, including those with Down’s syndrome, can learn to read?

Historically, some have argued that literacy is beyond their reach.

However, research from Buckley (2001) and Kay-Raining Bird et al. (2000) supports the notion that children with Down’s syndrome can develop literacy skills when provided with structured, meaningful instruction.

My own research (Moseley, 2009) confirms these findings, emphasising the importance of the role of high expectations and tailored instruction in fostering reading success.

The key is recognising that reading instruction for learners with complex needs must be meaningful and engaging. It must also be explicitly taught, carefully structured, and scaffolded for accessibility.

Multi-sensory learning, engaging multiple senses through visual, auditory, kinaesthetic, and tactile experiences, should be central to the approaches used (Moseley, 2023).

By reinforcing literacy through many pathways to the brain, we create meaningful, engaging opportunities for success.

The Case for an Inclusive Reading Curriculum

A critical finding from my research is that pupils with SLD do not necessarily require an entirely separate or specialist pedagogy to learn to read (Moseley, 2023).

Instead, they benefit from the same structured approaches used in mainstream settings, but only when adapted to their individual needs.

This aligns with the Universal Design for Learning (UDL) framework, which advocates flexible teaching methods that remove barriers and optimise learning for all students (CAST, 2018).

This supports current shift within reading approaches advocated within English classrooms.

Rather than assuming children with SLD require a wholly different reading curriculum, we should focus on ensuring that structured literacy instruction is accessible to all.

I refer to an inclusive reading curriculum (Moseley, 2023), that advocates the explicit teaching of phonics while also recognising the role of sight words, oral language development, and meaningful text engagement in developing confident and motivated readers.

A Reading Framework for All Learners

The goal of reading development must be achieved by “developing a system that allows children to construct meaning from print” (Castles et al., 2018, pp. 6–7).

To achieve this goal, it is essential that children actively connect with print in meaningful ways.

Both the writing system and experience play a crucial role in this process.

A fundamental foundation for reading is decoding the alphabet, but the link between letters and sounds does not develop naturally.

It must be explicitly taught through structured phonics instruction.

Relevance, Enjoyment, and a Sense of Purpose

However, simply repeating phonics instruction without engagement and connection to meaning will not lead to progress.

Children and young people must find relevance, enjoyment, and a sense of purpose in reading.

Without these elements, phonics alone becomes an isolated exercise rather than a bridge to literacy.

Learning must be meaningful and interactive, encouraging curiosity and a desire to engage with print.

It is vital that phonics instruction is delivered systematically, ensuring that grapheme-phoneme correspondences are taught in a structured sequence that aligns with the characteristics of the language and its orthography.

Integrating phonics with sight words – especially those that do not conform to common phoneme-grapheme rules — can support confidence and fluency.

Additionally, exposure to books and other printed materials is essential to reinforce learning and build a love for reading. 

The Strongest Foundation for Reading Success

Ultimately, literacy development hinges on ensuring that children see print as something they can access, understand, and use to explore the world.

A system that fosters meaning-making, engagement, and enjoyment will provide the strongest foundation for reading success.

The Essential Ingredients of an Effective Reading Framework

An inclusive structured reading framework is essential for ensuring progression, consistency, and accessibility across all learners.

An effective reading framework should:

• Support Systematic Progression: A clear progression of skills from emergent literacy through to fluency, ensuring that learners develop key competencies at their own pace.
• Integrate Phonics and Comprehension: Phonemic awareness, phonics instruction, and comprehension strategies should be embedded to create confident and capable readers.
• Prioritise Accessibility and Engagement: Use of multi-sensory methods, assistive technology, and adapted materials to ensure inclusivity.
• Embed Ongoing Assessment: Continuous monitoring of progress through formative and summative assessments, ensuring that teaching strategies align with individual needs.
• Foster Independent Reading and a Love for Literacy: Creating opportunities for learners to engage with books and texts that are meaningful to them, supporting motivation and long-term literacy engagement.

Addressing the Gaps in Current Assessment Practices

Despite efforts to create a more inclusive literacy framework, current national assessment processes fail to account for non-verbal pupils, regardless of their ability level.

The phonics screening check does not accommodate learners who communicate using alternative or augmentative communication (AAC), excluding many from demonstrating their literacy progress.

Without adjustments to assessment policies, we risk further marginalising non-verbal learners, reinforcing outdated assumptions about their reading potential.

We must ensure that literacy instruction is not only structured but also adaptive, supporting learners with diverse needs in making meaningful progress.

Teacher Expectations: The Power of Belief

Teacher expectations play a profound role in shaping student outcomes.

My research demonstrates that a child's self-esteem and literacy development are inextricably linked.

Self-esteem, defined as the ‘discrepancy between self-image and ideal self’ (Burns, 1982), is particularly relevant when considering literacy development.

In other words, learners need to believe that reading is within their grasp.

As Hattie (2012) notes in Visible Learning, teacher expectations have a significant effect on student achievement.

High expectations foster the mindset of ‘I could do that!’ – a belief that encourages persistence and engagement.

Moreover, the idea that self-esteem is built by ‘perceiving oneself favourably’ (Moseley, 2023) reinforces the importance of creating a supportive, encouraging learning environment.

Answering the Call for Inclusive, Evidence-Based Literacy Instruction

The evidence is clear.

Structured literacy instruction is essential.

But it must be accessible, meaningful, and adaptable.

Moving beyond a rigid ‘synthetic phonics or nothing’ model and embracing a structured yet inclusive reading curriculum ensures that no learner is left behind.

Building on my research and my book Teaching Reading to All Learners Including Those with Complex Needs: A Framework for Progression within an Inclusive Reading Curriculum, I am now working on a follow-up resource focused on writing and exploring how inclusive strategies can support all learners in developing their writing skills and self-expression.

Literacy is more than just reading.

It is a gateway to self-expression, independence, and inclusion.

By fostering high expectations, embracing multi-sensory strategies, and trusting educators to use their professional judgment, we can create a literacy landscape where every child, regardless of ability, sees themselves as a reader, a learner, and a confident individual.

Let’s move beyond outdated assumptions.

Let’s trust educators.

And most importantly, let’s ensure every child has the opportunity to become a reader.

To find out more about tapping into Dr Sarah Mosley and her pioneering work on literacy, learning and ensuring all children can access the curriculum, please email us or give us a call on 01267 211432.

We will then quickly get back in touch for a free, no-obligation conversation.

Dr Sarah Moseley