Why literacy is fundamental for GCSE results across subjects

In recent years, research has underscored the increasingly critical role of literacy in determining students’ success in GCSE exams across all subjects. Literacy has traditionally been seen as the domain of English departments, it’s now clear that effective reading comprehension and vocabulary skills are equally essential in all GCSE subjects. From mathematics to science, students are required to demonstrate sophisticated reading skills that allow them to interpret complex questions and understand subject-specific terminology.

This shift means that improving literacy isn’t solely the responsibility of English teachers; it’s a priority for all educators who seek to support their students’ achievement across the curriculum. In short, for exam success to happen, ‘all teachers must be literacy teachers’.

The language of GCSE exams has become progressively more challenging; in fact many maths teachers have raised this with the exam boards. Despite this, it doesn’t look like change is on the horizon and exam questions just demand a higher vocabulary level than they did in previous years. According to studies, the reading age required to understand many GCSE papers is now around 15 years and 7 months. This creates an immediate hurdle for students who have not yet reached this level of literacy proficiency. In maths, for example, students encounter complex word problems and contextual scenarios that demand a solid grasp of nuanced vocabulary.

Consider the following maths question from a past GCSE exam:

"A cylindrical tank with a radius of 3.5 metres and height of 6 metres is filled to 80% capacity. Calculate the volume of water in the tank in cubic metres, giving your answer to two decimal places."

In this question, students must understand words like "cylindrical", "radius", and "volume" to interpret what is being asked and apply the appropriate formulas. A term like "capacity" is an example of vocabulary which a learner may have experienced in other contexts but may not fully understand it when used in a maths question. Without a strong understanding of these terms, learners may struggle to complete the problem accurately. It is not only their mathematical skills but also their literacy skills that are being tested.

Research shows that vocabulary levels are a powerful predictor of GCSE outcomes, particularly in maths. A study by E.D. Hirsch (2003) highlighted that vocabulary knowledge in early childhood can predict future academic success across subjects. Similarly, Feinstein and Duckworth (2006) found that early literacy and vocabulary skills play a significant role in later school performance, especially in subjects that are not traditionally language-heavy. In turn, this disparity in comprehension can widen achievement gaps across subjects, affecting GCSE results even in traditionally non-literary subjects.

Research into literacy and comprehension reveals a key threshold: if readers do not understand at least 95% of the vocabulary in a text or question, their comprehension significantly declines (Nation, 2006). This insight is crucial for understanding the literacy gap affecting many GCSE students. When students encounter subject-specific vocabulary they have not mastered - especially in dense GCSE exam papers - they may lose track of the question’s focus or misinterpret key elements. If a question is around 20 words long, it may just take one or two words to be fully not understood for a learner to lose the meaning.

In geography, for example, learners might encounter this 24 word question:

"Explain how fluvial processes contribute to the formation of oxbow lakes in a meandering river system. Include references to erosion, deposition, and hydraulic action."

This question requires students to understand specialised terms such as "fluvial processes," "meandering," "erosion," "deposition," and "hydraulic action." These Tier 3 terms are specific to physical geography. Even if learners have been taught the processes, they may struggle to answer correctly if they do not grasp these key terms, which are essential to understanding and explaining river formation.

While English departments typically bear the responsibility of enhancing literacy, there is a growing awareness that all departments must engage in this effort. Literacy underpins every subject, and teachers of non-English disciplines are in a unique position to embed vocabulary practice and reading comprehension strategies in their lessons. Developing strategies to build vocabulary for each subject can make an enormous difference in students’ overall comprehension and confidence.

Teachers in maths, science, geography, and other subjects can actively incorporate Tier 2 and Tier 3 vocabulary into classroom instruction. For example, maths teachers might emphasise the vocabulary associated with problem-solving by regularly using and defining terms like “approximate,” “interpret,” and “calculate” within different contexts. By explicitly teaching and reviewing vocabulary, teachers can help students understand and internalise these terms, increasing their chances of comprehending complex exam questions.

To embed literacy support across departments, schools can implement several effective strategies:

Create subject-specific vocabulary lists

Departments can collaborate to identify key Tier 2 and Tier 3 vocabulary for their subjects and incorporate these terms into lessons and homework.

Practise question analysis

Encourage students to dissect exam questions, emphasising vocabulary and phrasing to build familiarity with the language structure of GCSE papers.

Cross-departmental literacy initiatives

English departments can work alongside non-English departments to develop consistent, school-wide approaches to literacy. Strategies such as “word of the week” or “vocabulary quizzes” can reinforce literacy across subjects.

Having a strategy is essential. Your starting point for this is the disciplinary literacy hub and our subject-specific literacy resource packs. You can find the resources here.

To conclude, improving literacy is not merely an academic goal but a practical imperative that impacts students’ GCSE results in every subject. When students have a firm grasp of subject-specific vocabulary and the core reading skills necessary to understand complex exam questions, they are far more likely to achieve their potential.

By collaborating across departments to enhance literacy, teachers can ensure that every student is equipped with the tools they need to succeed - not only in English but across the curriculum. Embracing a holistic approach to literacy in secondary education is an investment in students’ future success and a step towards improving outcomes.