| Sumario: | Working as co-researchers, three academics and 24 teachers from 12 schools worked together over a one-year period to support students in years 2-4 who had not yet acquired sufficient skills to read age-appropriate materials. A range of formal and informal assessments were administered to identify precise areas of need and to target intervention. Oral language difficulties, phonological problems, inadequate letter-sound knowledge, vocabulary and comprehension difficulties emerged as issues with the majority of students who were not making progress at the same rate as their peers. Different strategies were implemented according to need. Results of student progress, which varied considerably across the year levels, will be presented. The research also highlighted a number of issues that arise when conducting research in schools, including issues around the administration of standardised assessments, the differing roles of formal assessment and teacher judgments, collecting data in one's own classroom, and student transience.
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