FOR PARENTS AND TEACHERS · YEARS 3–6
My child is in Key Stage 2 and still struggling to read
Don't wait. Ask school for a check of whether the problem is decoding, fluency or both, then for catch-up teaching that starts at your child's level, with age-appropriate books.
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Most advice about learning to read stops at Year 2. But if your child is eight, nine or ten and still finds reading hard, you need something different: help that takes them seriously, doesn't treat them like a five-year-old, and works quickly. Official guidance is clear that this is possible.
By the Litsee team · Last reviewed · About this guide
The short answer: it's not too late, but don't wait
The DfE's reading framework has a whole section on older pupils who need to catch up. Its message is hopeful and urgent at the same time: “They will make fast progress if they receive a few months of intensive daily teaching at their specific level; they should not need this extra support indefinitely.” And it insists that “every pupil needs to master the alphabetic code whether they have special educational needs or not” (DfE reading framework).
The SEND code of practice adds that “schools should not delay in putting in place extra teaching or other rigorous interventions designed to secure better progress, where required” (SEND code of practice). You don't need a diagnosis to ask for that help.
Why it matters so much in Key Stage 2
“After year 1, learning in the wider curriculum depends increasingly on literacy.” A child who can't read the board, the worksheet or the history book falls behind in every subject, not just English. The reading framework describes what that feels like: “Increasingly, their attention goes into working out how to get through lessons without their peers noticing their poor reading. They can withdraw, become anxious or misbehave.” (DfE reading framework).
If your child has become quiet, anxious or difficult about school, reading may be part of the reason. That's worth saying to the teacher.
Decoding, fluency, or both?
Older struggling readers usually fall into two groups, and they need different help. “It is important to identify whether they need support in decoding or reading fluency.”
- Decoding: they still can't work out many unfamiliar words, and guess from the first letter or the picture.
- Fluency: they can work words out, but slowly, so there's little attention left for meaning. The STA's guidance for Year 2 teachers gives a rough guide: “Approximately 90 words per minute is a good indicator of when children start to read with sufficient fluency to focus on their understanding, but some pupils read slower than this while still being able to do so.” (STA).
A proper check tells you which. The reading framework says: “The diagnostic or phonic programme’s assessment should pinpoint where they need support exactly: which GPCs they need to learn so they can decode more unfamiliar words, the familiar words they can read ‘at a glance’, and the speed by which they read.” (DfE reading framework). A reading age on its own can't do that. See our guide to what a reading age is.
What good catch-up looks like
- It starts at the right point. Catch-up “should start at the highest point in the programme that is necessary for them to make progress – not from the beginning”.
- It suits their age. The framework suggests that “for older pupils who are still at the earliest stages of learning to read, schools might want to avoid SSP programmes specifically designed for younger pupils and consider age-appropriate lessons”.
- It's daily, short and consistent, taught by a trained adult at a regular time.
- It's checked often, so your child moves on as soon as they're ready.
- It protects their dignity. On reading books, the framework warns teachers: “They should consider how pupils might feel embarrassed at being on a lower colour than their peers.”
Questions for the school
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Reading catch-up: questions to ask
- Has my child had a diagnostic check of their phonics and word reading? What did it show?
- Is the main difficulty decoding, fluency, understanding, or a mix?
- What extra teaching are they getting, how often, and who teaches it?
- Are the catch-up lessons and books suitable for their age?
- When will you check progress again, and what will change if it isn't working?
- What books can they read and enjoy at home in the meantime?
From litsee.com/guides/older-child-struggling-to-read
In Year 6, ask about access arrangements for the tests too. A reader can be allowed for some papers for pupils who have difficulty reading: “In most cases, these pupils will have a reading age that is considerably lower than their actual age.” (STA). And if you're also seeing other signs, the NHS lists “being slow and hesitant when reading aloud” among possible signs of dyslexia (NHS). One sign isn't a diagnosis, and support shouldn't wait for one. Our guide to support without a diagnosis explains your options.
Helping at home
- Keep reading aloud to them. Books at their age and interest level, so they keep growing vocabulary and knowledge while their decoding catches up.
- Reread, don't race. Short texts they can nearly read, read two or three times, build speed.
- Match the school. Ask what they're working on, and practise the same sounds or words.
- Choose with care. Short, grown-up-looking books, comics and non-fiction on their interests.
- Protect confidence. No comparisons with siblings or friends; praise effort and progress.
Questions parents ask
My child is in Year 4 and still can't read well. Is it too late?
No. The DfE's reading framework says older pupils who need to catch up should be taught through a systematic phonics programme at their level, and that with a few months of intensive daily teaching they will make fast progress. The key is the right teaching now, not waiting.
Should an older child be taught phonics?
If they can't yet decode unfamiliar words, yes. The reading framework says every pupil needs to master the alphabetic code, and that older pupils should start at the point they need, not from the beginning, ideally with lessons and books suitable for their age.
How do I know if the problem is decoding or fluency?
Ask the school for a diagnostic check. The reading framework says it should show which letter-sound links your child still needs, which words they read at a glance, and how quickly they read. That tells you whether to focus on decoding, fluency or both.
What can I do at home for an older struggling reader?
Keep reading aloud to them so they meet rich books. Let them reread texts that match their reading level, so they get faster. Choose books that suit their age and interests, avoid comparisons with siblings or classmates, and keep sessions short and positive.
Sources
- The reading framework (Section 5: Older pupils who need to catch up) Department for Education, July 2023, updated 22 September 2023, checked 3 November 2026
- Non-statutory teacher assessment frameworks at the end of key stage 1 (English reading) Standards and Testing Agency, updated 29 April 2024, checked 3 November 2026
- SEND code of practice: 0 to 25 years Department for Education and Department of Health, January 2015, updated 12 September 2024, checked 3 November 2026
- 2027 key stage 2 access arrangements guidance Standards and Testing Agency, updated 12 October 2026, checked 3 November 2026
- Dyslexia in children NHS, reviewed 11 March 2026, checked 3 November 2026
About this guide
Written by the Litsee team and checked line by line against the sources listed on this page.
This guide summarises the DfE reading framework's advice on older pupils who need to catch up. It isn't a diagnosis or a programme recommendation; your child's school is the best place to start.
Spotted something wrong or out of date? Email info@litsee.com and we will fix it. Last reviewed: .
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