It’s estimated that as many as two in five children struggle to some extent when it comes to learning how to read. This isn’t necessarily an indicator of an underlying learning difficulty, but this factor should be investigated, which is why it’s important to identify problems with reading at the earliest stage.

Responding to early indicators

With the great emphasis on literacy throughout the Foundation Stage and Key Stages 1 and 2, those children who are not achieving literacy targets are identified very quickly and often given access to a support programme. One such intervention, Reading Recovery, provides struggling readers in Year 1 or early in Year 2 with expert tuition and scaffolding. It is vital to provide this support as soon as possible to ensure that all children can access the material they need to work from throughout other areas of the curriculum.

Helpful resources

Often, finding the right material can be the key to learning, as dull or over-challenging texts can cause pupils to disengage. Badger Learning’s ‘Hi-Lo’ resources, for example, have a high ratio of illustration to word count, engaging plots and subject matter – some including humour – and as many easily decodable words as possible. Presenting children with their own resources, such as laminated high-frequency word mats to keep on their desks, gives them support and encourages them to be proactive.

Encouragement

Reading DifficultiesAll learners respond well to incentive. While an adult may be encouraged enough by the end target – their certificate, the chance for promotion, etc – a younger student may need something more immediate. Throughout the primary phase, stickers – either for their own value or to count towards a reward scheme – are commonly used. In the secondary phase, if readers are still struggling, it is far more likely to be connected to a learning difficulty; additionally, they are less easily swayed by stickers. A card that can be stamped for good effort or achievement, which can be redeemed for a reward, such as a bowling game or shopping vouchers, can be very encouraging.

Some people find it difficult to understand when somebody struggles with a task they themselves find easy, but the staff who support struggling readers are aware of how hard the young people work, sometimes for poor returns. A large part of these teachers’ and support staff’s work lies in recognising small victories and giving them value in their pupils’ eyes. With the right resources and support, difficulties with reading can be overcome.