There is increasing concern about the under-identification of children with EAL, and secondary school may be the first time when pupils with EAL and SEN come to the attention of the school as demands on English language literacy to access the more advanced curriculum may present as a particular challenge for these children. In particular, it has been shown that reading comprehension, as opposed to word-recognition, are lower amongst 10 to 11 year old bilingual pupils, compared to monolingual pupils (Fredickson and Frith, 1998). Fawcett and Lynch (2000) have argued that EAL children that are not diagnosed at primary school age with SEN, are at particular risk of prolonged failure in literacy throughout their educational careers. “Problems are compounded when children enter the secondary school system with poor literacy skills and have to cope with a wide range of new subjects and teachers” (p 58). EAL pupils can evade detection of specific learning difficulties because, as MacCloskey and Athanasiou (2000) suggest, “One might expect verbal cognition and academic achievement to be commensurate, especially literacy, in a second language learner because both measures tend to reflect the children’s level of English language acquisition. Without a discrepancy, learning disability is more difficult to detect” (p 210). Therefore a careful assessment of verbal abilities, and performance measures of ability are required.