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Myth-busting the Reading Framework


Time:  9.30am - 12 noon

Member - £99
Non-Member - £149

Facilitator - Megan Dixon

What makes reading such a challenge for some children and how can we better support them?

This session will offer expert insight into how we can all interpret the Reading Framework to successfully support the children who find it hardest to learn to read and write. 



  • To provide school leaders with the opportunity to explore the research evidence around the development of literacy and understand the barriers and challenges students may face in developing their skills
  • To consider a range of evidence informed strategies that can be used to support the lowest 20% of attainers in language and literacy
  • Develop a deep understanding of the research exploring the development of spoken language, reading and writing
  • To understand the challenges that can be faced by the lowest 20% of attainers in spoken language, reading and writing
  • To consider a range of evidence-informed approaches that can be used to support students who have low attainment in literacy development and what supports their implementation


All Senior Leaders, Early Years Leads, Leaders on Assessment, Primary and Early Years Teachers.


Megan Dixon

Megan has a wealth of school leadership, school improvement and policy experience, including working for the Education Endowment Foundation and as a Local Authority consultant, as a Head Teacher, teacher trainer, consultant and a teacher. She has balanced a career in school with an academic career and is currently studying for a PhD exploring the teaching of reading comprehension at the University of Sussex, UK. Megan writes a weekly column for the Times Educational Supplement, regularly presents at conferences and is often found writing in collaboration with researchers and academics.