In this section we consider the books read by high achieving readers – defined as books read by pupils who were reading at 2 or more years above their actual chronological year level. Again, numbers in the lower and the highest years were insufficient, so Years 1-2 and 10-13 are excluded. The books preferred by the most able readers were of interest. Did they show a different pattern from regular readers, and how did the children sustain a high difficulty level, especially in the later years?