10 Simple Steps Towards Bridging the Reading Gap in KS2

Recent government guidance highlights the importance of children ‘keeping-up’ with reading progression, rather than having to ‘catch-up’. However, when you explore school attainment results there is a concerning gap in reading ability between high and low attaining pupils. In fact, in 2019 (the last year of ‘normal’ data) only 73% of pupils leaving primary school reached the expected levels for reading. This left over a quarter (27%) of children of leaving KS2 not fully equipped to take on the challenges of secondary school learning and the knock-on effect of this shortfall is profound.

In 2020, GL Assessment published research from a large study looking into the reading abilities and GCSE results of more than 370,000 secondary school students during 2018/19. It found that,

“Children who are weak readers will struggle as much in maths and science at GCSE as they do in English and in arts subjects.”

Reading is the gateway to fully accessing all other subjects and holds the keys to success across the curriculum. The importance of reading also extends far beyond its crucial role in enabling learning across the curriculum. Throughout one’s daily life, reading plays a significant role in influencing the opportunities that children and adults have available to them.

Every teacher understands the tremendous value of learning to read and reading to learn and the importance of reading on a child’s future ability to thrive, through academic success, positive emotional wellbeing and achieving life goals.

Since the Covid 19 pandemic this gap has become an enormous challenge. School closures led to limited teaching, access to resources and time spent actively learning at home.

“Despite our best efforts, too many children fall behind in literacy…and the gap in literacy attainment grows substantially during Key Stage 2.” Improving Literacy in Key Stage 2 EEF, November 2021

Children’s reading and the role the pandemic has had in worsening the situation continues to be widely reported on. In terms of learning recovery, reading has been a widespread focus across key stage phases (School Recovery Strategies: Year 1 findings DfE, January 2022) and continues to be a priority for many schools.

So, what can be done to enthuse and advance children falling behind in KS2, so they are ready for the transition into secondary education?

Read on for ideas and inspiration on supporting children’s reading journeys, encouraging engagement and boosting progress.

10 steps towards narrowing the reading gap:

1 — Take a step towards knowing and achieving your goals.

The first step towards helping a child to achieve goals and reach their full potential should be to accurately diagnose capabilities and difficulties, in order to match pupils to appropriate, target specific interventions and resources.

Accelerated Reader™ (AR) is a management and monitoring programme that aims to foster independent reading. There are numerous examples of AR being used as a whole school programme or for directed intervention. It is currently the most popular reading practice software in UK schools. Developed by Renaissance Learning, it allows teachers to monitor the reading development and practices of their pupils and provides tools to quickly ascertain their reading level, reading age and comprehension level.

Our full AR range, which save you up to 20% off RRP, come fitted with free easy-clean protective plastic jackets and supplied with AR stickers free of charge. Make sure you check out our AR pack for Struggling Readers in KS2. No struggling reader should be left with books that are too young for them just because the AR level is right. These books have a MY interest level to engage readers in KS2 and encourage pride in their reading.

Big Cat Progress is written to support KS2 readers by ensuring that pupils practice their decoding skills with books that appeal to their maturity. Each title features illustrations, photographs and subject matter suitable for KS2 children at an accessible KS1 book band level.

Catch Up Phonics for KS2:

Pupils who are struggling to read words accurately and fluently can become overwhelmed, struggle to make sense of what they’ve read or remember and can fall behind in any subject that requires reading. Regardless of age, special need or background, the same knowledge of phonics is needed, as the tool which underpins all reading. Intensive and specific practice should be given to enable children to make accelerated progress if falling behind in phonics so that they can read age-appropriate texts accurately and automatically.

Phonic Books are specialists in writing and publishing books to help struggling older readers catch up with phonics and read with fluency and comprehension. The books are aimed at filling in the gaps in phonic skills that are a barrier to children’s reading progress. For children who have experienced reading difficulties and failure, many of whom are struggling with self-esteem and confidence, it is important to read books that are engaging and age-appropriate. Books include a practise page at the start to familiarise pupils with specific sounds and common words before they begin, ensuring they gain confidence and achieve success.

Big Cat Phonics for Letters and Sounds 7+ contains 28 books which are specially designed to give children, aged 7+, books that reintroduce and practice the phonics covered in Phases 3–5 of Letters and Sounds.

Little Wandle Rapid Catch-up for Age 7+ 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 been created to help children catch up quickly, so it has a faster pace. The Rapid Catch-up programme includes 50 decodable books, a comprehensive teacher's guide, grapheme cards, word cards and tricky word cards.

Oxford’s Project X CODE is a proven intervention programme for children in years 2-4 who are a year or more behind expected levels for their age and need support in their reading.

Ransom Reading Stars PLUS is their catch-up series for older readers aged 9–13 who have gaps in their phonic knowledge and need age-appropriate resources to ensure they are secure in their learning.

2 — Step into a well-stocked school library.

Nothing promotes reading for pleasure more than the thrill of a new book. As equally repelling are shelves of damaged, over-familiar, stagnant stock. For pupil’s to become fully engaged and thrive they need exposure to a variety of high-quality fiction and non-fiction resources, so they can find what interests them as readers. Even the most reluctant of readers can be drawn in with the buzz of a new book.

Children are drawn to many elements within a book, including fact finding, humour, relatable characters, engaging illustrations, exciting adventure, mystery and suspense and books offering a different perspective.

Our collections at Pandora Books ensure schools are able to easily select high-quality books, so only the best make it onto their library and classroom bookshelves and into their pupils’ hands. Browse our library packs below or view our full range of books and resources for inspiration.

Featuring this year's newly selected and best-selling books these Library Packs include fresh, exciting and engaging titles with wide appeal. Each box boasts a careful balance of books which caters for a variety of tastes and reading abilities. With 20% off RRP these money-saving collections will bring thrill and excitement into any school or classroom library:

Posters are the perfect addition for engaging pupils, especially reluctant and struggling readers. They are visually engaging with a clear and concise message, so information can be absorbed quickly, even at a glance. They can also be used to promote a specific book or introduce new subjects or concepts and can often focus children in a way that other learning aids may not.

3 — Step up for reading for pleasure.

“I read for pleasure and that is the moment I learn the most.” Margaret Atwood

A child who reads for pleasure is not only more likely to perform better in reading tests than those who don’t, but evidence suggests that reading for enjoyment every day is more likely to determine whether a child does well at school than their social or economic background. Reading for pleasure can also increase confidence, attitude and a positive, growth mindset.

Secret ingredients to promoting reading for pleasure include the right books and time. A book a child has chosen themselves is one they want to read and it’s up to us to provide pupils with a range of books large enough for them to find one that will spike interest and hook them in. It’s also important to give children time to browse, talk over book choices and find the right physical space and moment to really get absorbed in reading, rather than a rushed five minutes before lunch.

We can provide you with a range of carefully selected book collections so you can ensure your library is well stocked and provides enough books to offer a real choice to pupils at each level, including struggling and possibly reluctant readers needing just the right super-readable text to make reading accessible. All libraries should be offering great diverse and inclusive books which are brilliant reads, and books can be a wonderful way to support and promote well-being and empathy.

“The books themselves are the most important aspect of any book corner. It should be the words of the stories and not the props that transport children to different worlds: the mysterious forest, the dark and dripping cave, the moated castle.” The Reading Framework, 2021

It makes total sense that reading success is linked to exposure to high quality literature, an inspirational ethos, exciting environment, and community of readers who regularly talk about books and share opinions and ideas.

4 — Step out of your comfort zone and read aloud.

“Reading aloud is probably the most important thing that teachers can do and needs to be a frequent and regular part of each school day.” CLPE

The many benefits gained from reading aloud to children include exposure to high quality texts, (beyond that which reading matched to ability might allow), exploring new vocabulary, modelling spoken language, improved comprehension, shared talk around the text, creative discussion and generally a much more relaxed, enjoyable and stress-free experience for a struggling reader.

A good story and a skilled storyteller are the perfect recipe for increasing reading for pleasure and a love of books. It’s not just the number of stories that’s important but also that children are given the chance to hear stories being read more than once. This familiarity and attachment builds confidence, deepens comprehension and encourages struggling or reluctant readers to read the story for themselves.

5 — Step towards positive reading routines.

Setting positive and productive routines for promoting reading play a vital role within a text rich curriculum where books and reading are valued, enjoyed and creatively woven into the school day. These familiar patterns of practice intrinsically woven across all subject areas might include; daily whole class reading, regular time spent visiting the school library, creating an inviting space in the classroom / school library / outdoors for children to enjoy and share books, setting up a buddy reading programme with a younger class, or why not try these Book Recommendation Bookmarks from Badger Learning.

Shared reading is another positive tool for improving wellbeing. It involves coming together to share a poem or story, reading it slowly, and pausing regularly to reflect on how the words and story make us feel. It is very different to comprehension as there are no right or wrong answers, just our own individual response to the text. Everyone may think and feel something different and that’s ok, but the whole group should value each contribution as valid. Here are some tips for facilitating shared reading with a child or a group of children in this free Badger Learning Book Talk download.

Talking with children about their book interests, browsing books with them and allowing them the autonomy to make book choices themselves can further increase enjoyment and interaction with reading. A book a child has chosen is one they want to read. Encouraging children to set their own reading goals and acknowledge their achievements will help build a sense of accomplishment and encourage them to read even more.

Introducing positive reading routines will help to boost confidence, increase engagement and ensure pupils reach their full potential. Teachers play an important role in helping to model good reading behaviour and promote a love of literature, from encouraging book talk after sharing a text together, to reading aloud to the class and showing a genuine love and excitement for the books they are sharing. If teachers show they love the story, the pupils are likely to respond in the same way.

6 — Keep in step with reading for wellbeing.

The academic benefits of reading are well known, however, just as important are the positive effects reading can have on wellbeing. Improved mental health can in turn greatly improve a child’s chances of succeeding academically, helping children become more engaged in lessons, better behaved and make more progress. They are also more able to deal better with stressful events and recover more quickly from illness.

Hook children in with a focused class reader or invite pupils to a lunchtime or after-school book club. Ensure pupils have a wide range of books available to them, have access to inviting spaces to read and share books and are given the time and encouragement to read and listen to stories just for fun! Take a look at our blog Children's Mental Health — Ideas to Support Wellbeing in Schools for more suggestions and free downloadable resources such as Badger Learning's Book Talk Sheet — prompts and tips which encourage shared reading for wellbeing.

These five collections offer books that shine a light on key wellbeing skills such as determination, celebrating your strengths, self-respect, talking about your problems and working together.

7 — Step out of the classroom to support reading at home.

Research shows that encouraging pupils to read at home can increase their ability to read at school and improve well-being.

“Sharing a story with your child is one of the most incredible things you can do for them.” The Book Trust.

Supporting a positive home / school relationship and valuing the impact of spreading a reading culture into the home can help to develop a child’s confidence, deepen understanding, develop language and promote the value and enjoyment of reading. The value of supporting children academically by encouraging them to read at home should not be underestimated. Sharing books, hearing children read and reading to them is just as important in KS2 when they start to read on their own as it is when they first start school.

A good place to start is by providing information for parents and carers to give them ideas and inspiration on how to begin or improve their experiences of sharing books at home. Why not download Badger Learning's FREE PDF leaflet, 'Reading at Home Tips', which can be printed and sent home in book bags, or attached to emails and sent to parents directly.

We hope you will find these book collections useful in supporting reading at home:

Or explore our full range of books, which all come with FREE protective jackets.

8 — Step into the shoes of another through the pages of diverse and inclusive books.

Choosing literature with inclusive and diverse characters enables the reader to imagine themselves as the main protagonist, nurturing a sense of inclusiveness and promoting engagement through an emotional attachment to what they are reading.

“We know that emotional engagement is the tipping point between leaping into the reading life or remaining in a childhood bog where reading is endured only as a means to an end.” Maryanne Wolf, 2008.

New perspectives and themes can be explored under the safety of an imagined reality, turning reading into a desirable activity and important forum for discussion. Completing an audit of the literature your children are exposed to is an important and very worthwhile activity. The decisions made about the stories and non-fiction pupils are given to choose from in classroom and school libraries, or that are read to them, needs to not only reflect the school community but also provide stepping-stones to learning about those whose lives, cultures and perspectives differ to their own.

The following book selection includes some wonderful voices for children to discover and offers the perfect solution of injecting some brilliant books into school collections at every level, whilst also reflecting communities, the wider society and most importantly turning reluctant readers into engaged book lovers.

9 — Use Book Bands to ensure challenge and progression every step of the way.

Banded books provide children with a pathway of progression in reading but also gives support to teachers who are making book-buying decisions to meet the needs of individual pupils.

Book bands gives schools the opportunity to use a combination of reading scheme and ‘real’ books from a range of publishers whilst maintaining a consistent and appropriate challenge for pupils. Children are able to choose books freely from within a structured range, giving reluctant readers autonomy, and control which in turn can increase involvement and enjoyment.

Pandora’s collections of banded books for give children access to a range of decodable literature which can be exactly matched to individual reading ability, making it easy for pupils to form independent choices in book selections and experience success and increased confidence in reading.

View our full range of banded books.

These great value collections will help you source books that not only meet the needs of individual pupils but also add variety and breadth to children's reading diets helping, children get the most out of reading for pleasure.

For more information, read our blog Book Bands — A Guide.

10 — Step over barriers to reading.

Reading is a complex process, which can give rise to multiple barriers towards becoming a fluent and independent reader. Pupils with significant challenges in their reading face an up-hill struggle and lots of hard work to progress. However, when given the right books to support and hook children into reading, they can thrive.

Below we have a collection of exciting books packed with action and humour, appealing to readers in KS2 but with a range of lower reading ages, to help them discover how fun and rewarding reading can be.

Pandora Books' collection of Best Reluctant Reads & HiLo Books for Struggling Readers includes books to excite and motivate struggling or reluctant KS2 readers. The pack comprises a mix of HiLo titles, graphic and highly illustrated texts and short reads with dyslexic friendly features.

The following Boost collections contain accessible reads for KS2 pupils who are working towards the expected reading age for their year group. The packs feature a wide selection of fun and rewarding books to enjoy. They have been carefully chosen to encourage engagement amongst reluctant readers, turning the struggle into pleasure and progress.

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10 Simple Steps Towards Bridging the Reading Gap in KS2

Recent government guidance highlights the importance of children ‘keeping-up’ with reading progressi..