Approximately 20% of children enter secondary school with reading or vocabulary skills two years or more behind the expected standard (Education Business, 2023).

As learning in primary education increasingly relies on literacy, pupils who struggle to read miss out on essential curriculum content, accumulate less vocabulary and knowledge, and embody the reality that "the word-rich get richer, while the word-poor get poorer." This often leads to withdrawal, anxiety, or disruptive behaviour as they attempt to mask their difficulties.

It is widely reported that reading fluency is a crucial skill for academic success, yet many key stage 3 (KS3) students struggle to read with accuracy, speed, or confidence. Without fluent reading, students face barriers across all subjects, making it harder to engage with the curriculum.

The UK Government’s Reading Framework (2023) stresses that KS3 pupils who are not reading fluently need urgent, high-quality interventions to close the gap as quickly as possible. This requires providing intensive, focused support to help them catch up, ensuring they receive "more, not just different” instruction.

Data from the National Literacy Trust highlights a concerning decline in reading enjoyment and frequency among children and young people. In 2024, only 34.6% of over 76,000 individuals aged 8 to 18 reported enjoying reading in their free time, the lowest level since 2005. Additionally, just 20.5% of this age group read daily, the worst levels in nearly 20 years.

"Teaching children to read is the key to unlocking human potential. It is the cornerstone of education." Nick Gibb, School Standards Minister

But what can teachers do when older students have fallen behind?

This blog provides practical, 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.

Step 1: Assess the Problem

It's crucial to determine whether pupils need support with decoding, reading fluency, or both. In secondary schools, standardised reading tests can provide an initial indication, but they mainly assess comprehension, not decoding or fluency.

Diagnostic assessments, linked to the school's chosen phonics scheme, more accurately identify needs such as decoding unfamiliar words, recognising familiar words, and improving reading speed. If a student struggles, further assessments help decide if targeted interventions (e.g., phonics-based programmes) will help or if additional investigation is needed to identify them as having a special educational need (SEN).

Pupils with a reading age (RA) of below 8 will likely need support from an SSP programme, as they may not have learned all their phonic skills. However, those with RAs of 8–9 may primarily need help improving their reading speed and fluency. Ongoing monitoring ensures the right interventions are in place.

Assessments should focus on identifying specific issues:

  • Decoding? (Phonics gaps, difficulty sounding out words)
  • Fluency? (Slow, inaccurate, or robotic reading)
  • Comprehension? (Difficulty understanding or summarising texts)

Tools to use:

  • Reading age tests
  • Fluency trackers
  • Accelerated Reader™ (Renaissance Learning): If your school subscribes to this widely used tool, you’ll know that it assesses students' reading age and comprehension ability. After reading books, students take quizzes to test their understanding, helping track progress. It also offers:
    -    Lexile-based scoring to match students with appropriate reading materials.
    -    Detailed reports on student performance, including strengths and areas for improvement.
    -    Suggestions of books tailored to students' interests and reading levels.

For schools that are using Renaissance Learning’s Accelerated Reader™ programme, we are able to offer a range of quizzed and levelled book collections to order easily and to enhance the ‘AR’ library in your school. In addition to the book collections, we have hundreds of titles that can be purchased individually, view the full list here.

➡️ If decoding is the issue → Move to Step 2
➡️ If fluency is the issue → Move to Step 3
➡️ If comprehension is the issue → Move to Step 4
➡️ If the student has SEN → Move to Step 5

Step 2: Reintroduce Phonics

Pupils with a reading age of 8 or below should be assessed using a diagnostic word reading assessment, ideally from the school's phonics programme. This will pinpoint exactly where support is needed: the GPCs (grapheme-phoneme correspondences) they need to learn, familiar words they can read fluently, and their reading speed.

For catch-up provision, schools should choose an SSP (Systematic Synthetic Phonics) programme. However, for older pupils who are still at the earliest stages of learning to read, schools will want to avoid SSP programmes specifically designed for younger pupils and consider age-appropriate lessons, as well as reading materials that develop pupils’ decoding and fluency. Examples are listed in the Phonics Resources below.

Pupils should start at the point in the SSP programme that is most suitable for them to make progress, not from the beginning. Some may need individual instruction, while others can learn in groups with peers at similar phonics levels. Teachers should be fully trained in delivering the programme in manageable steps, ensuring daily success. Intensive daily teaching at their specific level for a few months will lead to rapid progress, and this support should not be needed indefinitely.

Frequent assessment and reassessment are essential to keep pupils progressing. Those with learning difficulties may need more time, but all pupils must master the alphabetic code, whether or not they have special educational needs.

Phonics Targets:

  • Phonics remains essential for students with weak decoding skills, even in KS3.
  • Use age-appropriate phonics programmes tailored for secondary students.
  • Provide small-group interventions.
  • Focus on blending, segmenting, and phoneme-grapheme relationships.
  • Ensure students can read later GPCs in the SSP programme.
  • Help students decode unfamiliar words with known GPCs.
  • Enable students to read familiar words “at a glance.”
  • Provide books that match the GPCs they have learned.
     

Phonics Resources for KS3:

 A green and blue rectangle with yellow text Description automatically generated       Reading Stars Achieve Phonics: Phase 5

 

➡️ Once decoding improves → Move to Step 3 for fluency support.

Step 3: Build Reading Fluency

The Standards and Testing Agency suggests that reading around 90 words per minute is a good indicator that pupils are beginning to read with sufficient fluency to focus on their understanding. However, it acknowledges that some pupils may read more slowly while still comprehending the text effectively.

Pupils who can read the final decodable texts in a systematic synthetic phonics (SSP) programme are unlikely to need further support from it. By this stage, they are capable of decoding many unfamiliar words and recognising familiar words at a glance. However, some pupils may still read too slowly to fully grasp the meaning of what they are reading.

Frequent practice is crucial for building their confidence and fluency. These pupils would benefit from extra daily sessions in small groups to further develop their reading skills.

Strategies for Improving Fluency:

  • Reading Fluency Practice: Guided oral reading and repeated reading exercises can enhance speed, accuracy, and expression.
    -    Repeated reading of familiar texts
    -    Use of audiobooks to model fluent reading
    -    Guided oral reading with immediate feedback
    -    Decoding unfamiliar words, both single and multi-syllabic, containing GPCs previously learned
    -    Re-reading familiar books and passages from texts recently read aloud by the teacher
  • Focus on Accuracy, Speed, and Expression

Resources for Improving Fluency: 

➡️ Fluency improving? → Move to Step 4 for comprehension strategies.

Step 4: Develop Vocabulary and Comprehension

Reading is one of the principal ways we learn new things. So, a key way to improve comprehension is for pupils to read a lot and to listen to and talk about texts read to them.  Vocabulary knowledge and background knowledge are likely to overlap considerably in the classroom. The more a reader knows about the topic, the easier it is for them to integrate new information from the text with what they already know to build a mental model. To support pupils’ comprehension, teachers need to build both pupils’ knowledge of words and the ideas that they represent.  Some pupils, however, will struggle with comprehension. This is likely to be because they do not have sufficient vocabulary or background knowledge, although these are not the only causes of comprehension difficulties. Until pupils are reading sufficiently fluently to focus on what is written, it is neither necessary nor desirable to assess their reading comprehension.  Further, background knowledge is intrinsically linked with skilled reading. But lower skilled readers who have good knowledge of a topic are able to use it to compensate for their otherwise weaker language comprehension. Therefore, teachers should be cautious when considering the results of a single reading comprehension assessment on a single subject.

Late arrivals to the school may also need focused support in word reading, particularly those who are new to the English education system or whose first language is not English.

 

  • Comprehension support: For children who can decode but struggle with comprehension, targeted strategies like vocabulary development and teaching inference skills are crucial.
  • Teach subject-specific and high-frequency vocabulary.
  • Use techniques like:
    o    Predicting, summarising, and questioning.
    o    Graphic organisers for comprehension (e.g., mind maps).
  • Encourage reading age-appropriate, high-interest books.
  • Reading non-fiction books on the same subject as fiction books can support pupils in acquiring the background knowledge required to comprehend a fiction text. It also provides the repetition of key words to embed these in their long-term memory.

Resources for Developing Vocabulary and Comprehension: 

➡️ Combine these strategies with Steps 5 and 6 for ongoing support.

Step 5: SEN

Each pupil receiving daily extra support is profiled to identify any special educational needs or disability (if not already identified); any speech, communication and language needs; time at the school; their attendance, and previous teaching. 

Schools may also need to deal with other barriers in order to teach pupils to read. These could include their motivation or behaviour, especially for older pupils who have already experienced difficulties with reading and may feel discouraged or disengaged from learning. Schools may need to provide additional support, such as tailored interventions, mentoring, or alternative teaching approaches, to help these pupils regain confidence and develop essential literacy skills.

Physical or sensory conditions, such as auditory or visual impairments, might also need to be diagnosed through specialist assessments. Good language development is essential for learning to read. Some pupils may need additional support for this, but that is unlikely to mean that teaching SSP should be delayed: it can happen in tandem. It also does not mean that such pupils need a different approach to learning to read; rather, they may require extra scaffolding, targeted interventions, or adaptations to ensure they can access and benefit from high-quality phonics instruction. Providing structured, systematic synthetic phonics (SSP) alongside language development support can help these pupils make progress without unnecessary delays in their reading journey.

Pupils with moderate to severe SEND can face significant challenges in accessing the curriculum, particularly in literacy. These students must learn the same reading skills as their peers to prepare for adulthood, and schools must provide appropriate phonics instruction under the Equality Act 2010. Research supports the use of systematic synthetic phonics (SSP) as the most effective approach, even for students with complex needs like autism or Down's syndrome. Teachers should offer tailored, structured instruction at an appropriate pace, ensuring accessibility and providing opportunities for practice, vocabulary development, and comprehension.

Create a Structured Catch-Up Plan

Leaders manage the timetable effectively, so that pupils receive sufficient time to catch up with their decoding and fluency. It is likely that pupils may need to miss other lessons, or form time, to accommodate this. Well-trained staff ensure that pupils receive effective teaching to catch up rapidly.  

Providing catch-up teaching for word and text reading is vital, however difficult it may be to organise sufficient time, space and staff. School leaders and special educational needs coordinators must take responsibility for ensuring all these pupils make rapid progress. Given that many secondary teachers and support staff may not have had training to teach reading, it is essential to provide it. Training is provided with a school’s chosen SSP programme, including explanations of how reading develops and how primary schools teach reading.

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 the programme. It is especially important that these interventions are time-limited and monitored closely for effectiveness.

Although, ideally, reading interventions would be timetabled outside lesson time, this is not always possible. However, since good reading skills are essential for pupils to access the full curriculum, schools will need to make difficult choices about which activities pupils have to miss. Leaders may also need to address concerns from teachers and parents regarding pupils’ absence from some mainstream lessons. Neither the DfE nor Ofsted can direct what is appropriate in individual schools, but both support schools in their decisions where they have a clear rationale for their choices and evidence of their impact.

Leaders should invest in a strong team committed to ensuring these pupils catch up. Ideally, staff should be existing school emplyees or long-term tutors rather than external teachers or tutors who might stay only a short time. They should be well-trained, supported, and coached.  

Where possible, teaching should happen at the same time every day so that the pupils know what to expect and do not have to cope with constant changes. While primary schools, may be able to conduct interventions in the same place each day, this is harder to manage in secondary schools, requiring leaders to be creative. It is crucial that leaders closely support and monitor interventions, regularly evaluating their impact on pupils’ progress. Therefore, it is important to choose a programme that facilitates this.

To continue developing pupils’ language and vocabulary while encouraging a love of reading, teachers should ensure that these pupils listen to and discuss the same texts that their peers listen to in story time and book club sessions. However, requiring them to read the texts independently and complete written comprehension activities is counterproductive, as their decoding skills may not yet be strong enough. Similarly, written composition may also be too challenging for some pupils at this stage.

  • Design individualised plans for each struggling reader:
    o    Set measurable goals.
    o    Monitor progress regularly (e.g., every half term).

Resources to support SEND readers: 

➡️ Include Step 6 to boost engagement and motivation.

Step 6: Promote Reading for Pleasure

  • Offer a range of engaging, age-appropriate books on topics that match students' interests.
    Include graphic novels, short stories, eBooks, Hi-Lo (high-interest, low-reading-age) books, and audiobooks to build confidence.
  • Allow students to choose what they read to foster a love for reading.

➡️ Step 7 can ensure support across the curriculum.

Step 7: Provide Teacher and TA Support

  • Train staff to deliver literacy interventions.
  • Teaching Assistants can provide 1:1 or small group reading support.
  • Encourage subject teachers to:
    o    Embed reading strategies into lessons.
    o    Highlight key vocabulary and texts in their subject areas.

➡️ Step 8 can strengthen the home-school partnership and approach.

Step 8: Engage Parents and Guardians

  • Share reading strategies parents can use at home, such as:
    o    Listening to their child read aloud.
    o    Setting aside regular reading time.
  • Suggest accessible resources, such as apps or eBooks.

➡️ Step 9 can enhance learning by leveraging technology to support reading development.

Step 9: Use Technology and Tools

  • Incorporate digital resources:
    o    Phonics apps for older readers.
    o    Fluency tracking tools.
    o    Text-to-speech software for accessibility.

➡️ Step 10 can support motivation and progress.

Step 10: Monitor Progress and Celebrate Success

  • Regularly review student progress with assessments.
  • Celebrate achievements to boost confidence:
    o    Reward milestones with praise, certificates, or incentives. However, evidence shows that intrinsic incentives (e.g., curiosity about what happens next) is more effective than extrinsic rewards, such as prizes for the most words read.


➡️ Loop back to earlier steps as needed for ongoing support.