A Teacher’s Guide to Narrowing the Reading Gap in Key Stage 2 and Key Stage 3
Over a quarter of 11-year-olds in England leave primary school without meeting the expected standard in reading (DfE, 2023). By KS3, struggling readers risk falling even further behind, affecting their confidence, academic success, and future opportunities. Poor reading ability not only impacts English lessons but hinders progress across the curriculum, widening the attainment gap and limiting life chances. Without intervention, struggling and reluctant readers are at risk of disengaging from education altogether.
This blog will explore what the current reading trends are among young people, why many KS2 and KS3 students struggle to meet expected standards, how teachers can implement practical, evidence-based strategies to support them, and where they can find resources for this. It will cover key barriers to reading success, from decoding difficulties to lack of engagement, and provide actionable solutions — including book recommendations, intervention techniques, and classroom strategies — to equip you with the tools to make a lasting impact and help every student build confidence and fluency.
What Are the Current Reading Trends Among Young People?
Recent studies highlight a concerning decline in reading enjoyment and frequency among children and young people:
- Reading Enjoyment: In 2024, only 34.6% of children and young people aged 8 to 18 reported enjoying reading in their free time, marking the lowest level since the National Literacy Trust began surveying this demographic in 2005.
- Reading Frequency: Daily reading among 8 to 18-year-olds stood at just 20.5% in 2024, a significant decrease from 38.1% in 2005.
These statistics highlight the urgency of addressing reading challenges, particularly among boys and students from disadvantaged backgrounds, who are disproportionately affected.
Why Are So Many KS2 and KS3 Students Struggling to Meet Expected Standards?
Several factors contribute to reading struggles:
- Learning Disabilities: Conditions such as dyslexia can impede a reader’s ability to process written language.
- Limited Early Exposure: Children not exposed to books or storytelling at a young age may lack foundational literacy skills.
- Negative Experiences: Past struggles with reading can diminish a child's confidence and interest.
- Lack of Relevant Materials: If reading materials don't align with a child's interests or reading level, engagement may suffer.
- Reluctance to Read: Some children actively avoid reading due to a lack of interest, frustration, or a preference for other activities like digital media.
How can Teachers Support Struggling and Reluctant Readers?
The DfE Reading Framework (July 2023) provides clear guidance on supporting struggling readers, emphasising systematic approaches to teaching reading and ensuring all students become confident, fluent readers. Below are key quotes and insights from the framework, along with practical strategies educators can implement:
- Develop Positive Reading Routines
"Research by the National Literacy Trust in 2022 showed that the reading enjoyment of 8- to 18-year-olds was at its lowest level since 2005. It is therefore essential that schools plan systematically to nurture pupils’ desire to read. It cannot be left to chance.” The DfE Reading Framework (July 2023)
Creating a text-rich curriculum where books are valued and integrated into daily learning builds confidence and engagement. Teachers play a key role in modelling enthusiasm for reading through book discussions, read-alouds, and fostering a love for literature.
Practical Strategies:
- Implement daily whole-class reading (e.g. 20 minutes at least four times a week) to expose students to rich language and promote reading for pleasure.
- Schedule regular library visits, including trips to both the school and community libraries.
- Create an inviting classroom book corner where the focus is on the books themselves — selecting, displaying, and promoting them — rather than on unnecessary decoration.
- Establish book clubs where students discuss books, make recommendations, and feel part of a reading community.
- Set up buddy reading programmes, pairing older students with younger readers.
- Help students expand their reading repertoire, develop individual preferences, and set personalised reading goals.
- Encourage reading at home by providing parents with reading guides, activity downloads, and summer reading challenges to prevent learning loss during breaks.
Jump to: Free Downloads to Support Reading
- Promote Reading for Pleasure
“As pupils become older, competing demands can make it harder for them to sustain their reading habit. It is also far less likely that, by that stage, their parents and carers will be reading with and to them. If pupils rarely read at home, the responsibility therefore falls on schools to ensure these pupils have the time and motivation to read widely and often, as well as opportunities to discuss their reading.” The DfE Reading Framework (July 2023)
A child’s confidence and mindset play a huge role in reading success. Research shows that reading for enjoyment significantly impacts academic performance, even more than socioeconomic background. Additionally, reading can reduce stress and improve mental wellbeing.
Practical Strategies:
- Cultivate a reading culture through engaging environments, book discussions, and regular read-aloud sessions.
- Conduct a literature audit to ensure the school library represents diverse voices and experiences, topping up with high-quality, inclusive books.
- Provide struggling readers with high-interest, and appropriately levelled books to build confidence and motivation.
- Regularly update book stock, audit selections to match student interests, and use posters and displays to highlight exciting titles and engage reluctant readers.
Jump to: Resources to Support Struggling Readers in KS2 & KS3
In this short video below, Professor of Children's Literature at Goldsmiths, Michael Rosen, tells us how to promote reading for pleasure and why it's so valuable.
- Provide Targeted Support
“Older pupils, in primary and secondary schools, who continue to struggle with decoding also need to be taught through a systematic synthetic phonics programme…It is vital that pupils are assessed carefully and reassessed frequently so they can access the programme at a point where they can make the fastest progress. Very few pupils will need to start at the beginning of it. It is especially important that these interventions are time-limited and monitored closely for effectiveness.” The DfE Reading Framework (July 2023)
For those who struggle, explicit phonics teaching must continue beyond key stage 1 until they become fluent readers. Children at risk of reading failure need expert teaching, structured practice, and opportunities to apply their learning in meaningful contexts.
Practical Strategies:
- Phonics remains essential, even in KS2 and KS3, for students who have not yet mastered decoding skills. Explicit phonics teaching should continue until fluency is achieved.
- Use age-appropriate phonics-based resources to help struggling KS2 and KS3 students develop fluency.
- Implement structured intervention programmes such as Catch Up® Literacy or Accelerated Reader™ for students who are falling behind.
- Break down barriers to reading by offering dyslexia-friendly books, digital formats with adjustable fonts and brightness, and other accessibility options to support students with dyslexia, visual stress, or reading challenges.
- Read Aloud Regularly
“As pupils gain fluency, their motivation increases: they start to enjoy reading more and are willing to do more of it.” The DfE Reading Framework (July 2023)
Fluency is the bridge from decoding to comprehension. Without fluency, children’s cognitive resources are used up in decoding words rather than understanding the text.
Practical Strategies:
- Encourage repeated reading and paired reading to develop fluency and comprehension.
- Incorporate read-aloud sessions with age-appropriate, rich vocabulary texts to improve comprehension and models fluency.
- Make reading aloud a regular classroom practice to engage all learners and build literacy skills.
By systematically embedding these strategies into the school curriculum, educators can create a reading-friendly environment, ensuring all students — especially struggling and reluctant readers — develop the confidence and motivation to become lifelong readers.
Where Can Teachers Find Resources to Support Struggling Readers in KS2 & KS3?
The following schemes, from leading educational book publishers, contain highly specialised, age-appropriate, decodable phonic-based reading books for pupils aged 7+, designed to boost progress in KS2 and quickly plug gaps in phonics learning.
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Big Cat Phonics for Little Wandle Letters and Sounds Revised Age 7+ The Little Wandle Rapid Catch-up programme is for children in year 2 and above who are not reading at the expected level for their age. It mirrors the main phonics programme but has a faster pace, so children catch up quickly. |
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Collins Big Cat Phonics for Letters and Sounds 7+ These 28 Big Cat Phonics for Letters and Sounds 7+ books are designed to give children, aged 7+, books that reintroduce and practice the phonics covered in phases 3–5 of Letters and Sounds. The decodable fiction and non-fiction books, in Blue and Green book bands, contain age-appropriate content and more mature images to help engage older readers. |
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ELS Progress provides the perfect opportunity for phonics catch-up. The 12 books (24 texts in all, one fiction and one non-fiction in each book) comprise engaging and age-appropriate content for children who are finding reading slightly harder.
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Phonic Books® are specialists in writing and publishing books to help struggling older readers, aged 8–14, catch up with phonics and read with fluency and comprehension. The fully decodable books include imaginative stories, gradual use of high-frequency words, reader friendly layouts with short chapters for reluctant readers, vocabulary pages and highly structured phonic progression. |
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Project X CODE & CODE Extra is an intervention programme for children in years 2–4. It combines phonics and comprehension development in a character adventure series that is perfect for engaging the whole class. Project X CODE Extra introduces more exciting adventure stories and stimulating non-fiction texts into the Project X CODE series. |
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Rapid Phonics makes catch-up sessions quick, memorable and fun for years 2–6. This unique programme includes snappy lessons, lively age-appropriate books, and fantastic interactive activities to build confidence and fluency.
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Reading Stars Achieve Phonics is a series of 98 fully decodable phonics readers designed for pupils aged 7 to 14 who are still learning to read fluently with understanding. Aligned with the Letters and Sounds progression, these books cover Phases 2 to 5 and haven been specifically written for key stages 2 and 3. They feature dyslexia-friendly formatting, diverse stories, topics, and characters, as well as non-fiction content. The subjects, illustrations, and photographs are age-appropriate, providing genuinely rewarding reads for older students who require additional phonics support. |
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Read Write Inc. Fresh Start is an intervention programme suitable for 9–13 year olds still learning to read. The scheme engages students with high-interest, age-appropriate reading materials and accelerates students’ progress with finely levelled Modules, supplemented by age-appropriate Anthologies and Readers. Fresh Start can be delivered flexibly and includes a clear structure to help you fit it into your timetable. |
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Readerful Rise is about giving KS2 readers the ability to read motivating and highly engaging books. Rise books are designed to follow the phonics progression of Essential Letters & Sounds (ELS) but map to most SSPs.
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Striders Phonics Readers are a collection of 32 high-low phonically decodable books for readers aged 7+ with a reading age of 4 to 6.
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Phonics & Reading Intervention Resources for KS3
Specifically designed for students who have fallen behind in reading, these Phonics & Reading Intervention Resources for KS3 are tailor-made to support struggling readers in secondary schools, helping boost progress and engagement with age-appropriate narratives and captivating content. From structured phonics programmes to finely levelled books, these resources help bridge gaps in essential phonics learning while building fluency, confidence, and comprehension skills — ensuring every student can progress in their reading journey. If you choose to order your scheme books from Badger Learning, we’ll supply them fitted with free protective jackets, so they last longer.
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Developed in consultation with Dee Reid, co-author of Catch Up Literacy, Rapid Plus is a series of finely levelled books for SEN, EAL and struggling readers at Key Stage 3. |
Read our blog, ‘What to do When KS3 Students Can’t Read Fluently’ for step-by-step strategies to support struggling KS3 readers. From revisiting phonics to improving fluency and comprehension, we’ll guide you through proven interventions and resources to help students catch up and develop a love for reading.
Badger Learning Hi-Lo Collections
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Selecting books that match students' age and reading level helps maintain enthusiasm and motivation. High-interest, low-reading-level (hi-lo) books are particularly effective, as they use accessible language while tackling compelling topics. |
Badger Learning provide engaging hi-lo books that prioritise inclusivity and accessibility. Our dyslexia-friendly fonts, age-appropriate content, and gripping stories across various genres support struggling readers in building confidence and improving comprehension. With over 40 levelled series, many assessed by Accelerated Reader™ and Catch Up® Literacy, our resources are designed to meet the specific needs of students working to catch up and develop a love for reading.
Hi-Lo Collections for Primary Schools
Hi-Lo Collections for Secondary Schools
Browse Hi-Lo Books by Reading Age
Accelerated Reader™: A Structured Reading Programme
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Accelerated Reader™ (AR) is a classroom management and monitoring programme designed to promote independent reading in primary and secondary school students. Widely used in schools across the UK and worldwide, AR is developed by Renaissance Learning. It helps teachers track students' reading progress, assess their reading level, reading age, and comprehension skills. |
In the programme, students read a book, take an online quiz, and receive immediate feedback. Quizzes and rewards within these programmes reinforce comprehension and motivate continued reading. AR guides students in selecting their next book based on its difficulty level. By choosing books within their reading level, or Zone of Proximal Development (ZPD), students can maximise their reading growth. Research by Renaissance Learning shows that students who read for at least 25 minutes a day with a 90% comprehension rate on AR quizzes experience the greatest improvement.
To support students, schools need a variety of books at different levels. AR is offered on a subscription basis to schools, with teacher training included as part of the package.
Renaissance Learning also evaluates and assigns AR Book Levels and points to thousands of newly published books each year.
Accelerated Reader™ Resources for Primary Schools
Accelerated Reader™ Resources for Secondary Schools
In addition to the book collections found in the categories above, Badger Learning have hundreds of titles that can be purchased individually, view the full list here.
Penguin Readers: Graded ELT Readers
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These graded readers are the perfect support for learning English as a foreign language or can be used with struggling readers to improve literacy skills. Penguin Readers offer accessible, engaging books tailored to 8 levels. With a wide range of age-appropriate stories and simplified texts, these books help build confidence, improve comprehension, and develop reading fluency. Featuring classic literature, modern fiction, and non-fiction, Penguin Readers make reading enjoyable and achievable, supporting students on their journey to becoming stronger, more independent readers. |
Conclusion
Narrowing the reading gap in KS2 and KS3 requires a systematic, evidence-based approach that prioritises engagement, accessibility, and targeted support. By fostering a strong reading culture, embedding structured interventions, and ensuring access to high-quality, age-appropriate texts, teachers can empower struggling and reluctant readers to build confidence and fluency. With the right strategies and resources, every student can develop the skills and motivation to become a lifelong reader, unlocking greater academic success and future opportunities.
Further Reading:
Parental Engagement — Reading at Home
Meet the Requirements of the New Reading Framework with Badger Learning
What to Do When KS3 Students Can’t Read Fluently
Supporting Readers with Dyslexia in Secondary Schools
Free Downloads to Support Reading:
Inspirational Libraries: A Foundation for Success
Reading for Pleasure at Home — a ten-minute, parent-friendly PowerPoint presentation.
Reading at Home: Downloadable Leaflet for Parents
Reading at Home — Free PDF Download
The Reading Framework in Action: Building a Reading Community — CPD PowerPoint presentation.
Browse all Primary downloadable resources including, posters, reading activity sheets, bookmarks and much more!
Browse all Secondary downloadable reading resources.