About GCSE Reader

The relationship between author, text and reader is a unique one. We read books to engage in dynamic conversation with voices far different to our own.

English teachers facilitate that metaphorical discussion. We show pupils how to notice details and connect ideas. How to understand a text and different perspectives, all whilst maintaining their own unique viewpoint.

AI presents readers with a completely unique challenge. It can assess an exam response and generate multiple-choice questions in minutes, but it tends to remove thinking.

What if we could:

• Combine pupil-led comprehension with carefully designed technology that empowers pupils' voices?
• Give pupils support in comprehending difficult texts outside of the classroom, when they need it most?
• Help teachers see how that understanding develops, so it can inform the next classroom conversation?

GCSE Reader directly addresses these challenges.

I’m developing an approach to guided reading that asks pupils to return to the text, explain their reasoning and consider other possibilities. Their voice matters, alongside the evidence they use to support it.

The project is at an early stage. But, based on many conversations with English teachers, GCSE Reader's direction is clear. Thoughtful, discipline-sensitive use of AI, grounded in contemporary research on reading and literacy, to help pupils grow in confidence as independent readers.