RCELI
Reading and literacy
Schools/Trusts
Published
1.30.2026
The link between perceived academic control, responsibility and the development of reading skills
New analysis from The Engagement Platform (TEP) shows that pupils who report higher perceived academic control make significantly greater progress in reading over a four month period of time. Drawing on data from 10,000 pupils, this report explores how agency acts as a powerful driver of literacy outcomes.
What to expect
Academic control and reading progress: Pupils with higher perceived academic control make up to three months more progress in reading over a four-month period than peers with lower levels of control.
Agency declines over time: Across year groups, pupils’ perceived academic control falls between Autumn and Spring, with the steepest decline seen in Year 7.
Differences across pupil groups: Levels of perceived academic control are lowest among pupils with SEND and EHCPs, and are also lower for disadvantaged, White British, and female pupils.
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