At 11 years of age, English students in secondary schools are expected to make no more than five spelling errors per 100 words and write at a speed of 25 words per minute in order to cope with the curriculum. This research found that at least one third of the Year 7 cohorts (ages 11-12) in three typical suburban secondary schools were unable to meet the spelling criterion and 12% or more were so poor they were in the dyslexic category. Over 95% could not meet the handwriting speed criterion and boys were more than 10% slower than girls. Fluency and speed in writing are essential underpinning skills contributing to spelling accuracy and compositional ability in examination performance. Their role in underachievement across the ability range appears greater than suspected for the difficulties observed so far go far wider than amongst children identified with SEN, such as those with dyslexia and developmental co-ordination difficulties (DCD), sometimes called dyspraxia. Interventions which teachers in general might undertake are indicated. The research is ongoing.