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This paper analyses the classroom reading behaviours and literacy culture of 19 low SES students, aged 11-14, who scored between 0-30% on their primary school exit examinations, and were placed in an English-and-Math-intensive Form 1 Remedial class at a junior secondary school in Trinidad. Although there were large differences in reading abilities within the group, poor phonics, syntactic, and semantic competencies impeded decoding and meaning-making for the majority of the students. A readingfatcat:j5cxc5wf6zc7rpouxaensfjb5e