FOR PARENTS · RECEPTION TO YEAR 6
The school reading book is too easy (or too hard): what to do
Often it's meant to feel easy. Early reading books use only sounds your child has been taught and run a little behind teaching, and rereading them builds speed and confidence.
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Your child sails through the school book in two minutes, or gets stuck on every page. Both are worth a word with the teacher, but an easy book is often doing exactly what it's meant to. This guide explains why, and gives you ready-written notes to ask about it without feeling pushy.
By the Litsee team · Last reviewed · About this guide
The short answer: easy is often deliberate
The DfE's reading framework says: “‘Decodable’ books and texts that children read should run alongside or a little behind the teaching of the GPCs, so that they always feel a sense of achievement when they are asked to read such books.” (DfE reading framework). In other words, the school book is supposed to feel manageable. The harder, more exciting stories come from books you read aloud and books your child chooses.
Why the book looks too easy
- It's matched to their phonics. In decodable books, children “They do not encounter words that include GPCs they have not been taught.”, so they can work out every word rather than guess.
- Rereading builds speed. “Re-reading a text, therefore, gradually increases the number of words in it that they can read ‘at a glance’.” (DfE reading framework) The national curriculum asks Year 1 and 2 pupils to “re-read these books to build up their fluency and confidence in word reading” (DfE national curriculum).
- Smooth reading is the goal. Reading with expression, fast enough to enjoy the story, is a skill in itself, and an easy book is where it's practised.
If it still seems too easy after a couple of reads, that's worth mentioning. The note below asks the question without sounding like a complaint.
If the book is too hard
A book that's too hard is more of a problem than one that's too easy, because a child stuck on lots of words starts guessing from the pictures or the first letter. If that happens:
- Help with the tricky words, or read it together, taking turns a page each.
- Stop before it turns into tears. A short, good session beats a long, upsetting one.
- Tell the teacher which words were hard and how it went. That's useful information, not a criticism.
Older children can get books that are too hard in a different way: the words are fine, but the story is too long or too complicated to enjoy. If your child reads every word but gives up halfway, say that too. A book they finish and enjoy does more for their reading than one they abandon.
Stuck on the same level for weeks?
Children often read several books at one level before moving on, and schools change books on their own timetable. The question to ask is what the teacher is listening for before the next level: accuracy, smooth reading or talking about the story. Our book bands guide explains the colours and why schools differ.
The framework also warns against relying on bands alone, noting that “limiting pupils to choosing unfamiliar books from a narrow level or colour band might not inspire them to read widely and often” (DfE reading framework).
Ready-written notes to the teacher
Copy one into the reading record, a school app or an email, and change the words to fit. Nothing is saved or sent; the button just copies the text on your device.
If the book seems too easy
She read this book quickly and with very few stops, and has read it twice now. Is there anything you'd like us to focus on with it, or is she ready to try the next level?
If the book seems too hard
He found this book hard tonight and was stuck on quite a few words, even when we sounded them out together. Could he have another go at the level below, or is there something we can practise?
If they're bored by it
She can read this book but isn't enjoying it. Could she choose a different one at the same level, or take a library book home as well?
For everyday reading record comments, try our reading record comment builder.
Reading beyond the school book
The school book is one part of reading. The DfE's tips for parents point out that reading “it doesn’t just have to be books”: fiction, non-fiction, poetry, comics, magazines and recipes all count (DfE). And books on their own aren't enough: the Education Endowment Foundation found that “Book-gifting alone is unlikely to be effective, but carefully selected books plus advice and support can be beneficial for supporting reading.” (EEF). Sharing and talking about them is what makes the difference.
The Standards and Testing Agency's leaflet for parents says “Your child’s teacher will also be able to suggest books with the right level of phonics for your child. These books are often called ‘decodable readers’ because the story is written with words made up of the letters your child has learnt.” (STA leaflet for parents).
Questions parents ask
Why is my child's school reading book so easy?
In the early years most reading books are decodable: they use only the sounds your child has been taught, and the DfE says they should run alongside or a little behind phonics teaching so children always feel a sense of achievement. Rereading an easy book also builds speed and confidence.
What should I do if my child's reading book is too hard?
Say so, kindly, in the reading record or a short note: which words were hard and how it went. Teachers want to know, because a book that's too hard leaves a child guessing instead of reading. Meanwhile, read it together or share it.
Why hasn't my child moved up a book band?
Children often read several books at one level before moving on, and schools change books on their own timetable. Ask the teacher what they're listening for before the next level, so you know what to practise.
Can my child read other books at home too?
Yes. The school book is for practice, but reading for fun can be anything: library books, comics, magazines, non-fiction. The DfE's own tips say reading doesn't just have to be books.
Sources
- The reading framework (using decodable books; developing fluency) Department for Education, July 2023, updated 22 September 2023, checked 3 November 2026
- National curriculum in England: English programmes of study (Years 1 and 2 word reading) Department for Education, September 2013, updated 16 July 2014, checked 3 November 2026
- 10 top tips for parents to support children to read Department for Education, 16 July 2020, updated 25 April 2022, checked 3 November 2026
- Working with Parents to Support Children's Learning (guidance report) Education Endowment Foundation, undated PDF, checked 3 November 2026
- Phonics screening check: information for parents Standards and Testing Agency, updated 15 September 2025, checked 3 November 2026
About this guide
Written by the Litsee team and checked line by line against the sources listed on this page.
The ready-written notes are our own suggestions. Schools organise reading books in different ways, so the teacher is the best guide to what your child's book is for.
Spotted something wrong or out of date? Email info@litsee.com and we will fix it. Last reviewed: .
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