Reading at home

Tips for supporting your child’s reading at home

  1. Look through the book together before reading it and talk about what it is about, picking out any words that you think they might not know.
  2. Take turns to read pages – it is good for children to hear how fluent reading should sound and that mistakes are made but fixed quickly.
  3. Give your child time before telling them a word – they might fix it themselves and this is good practise for independent reading.
  4. Encourage your child to read a book more than once – it is important for children to have lots of high-success reading to become fluent readers, and fluency leads to better comprehension. Children also enjoy reading books again, as the first time is always the hardest!
  5. As readers, we use 3 sources of information when reading: meaning, sentence structure and print. Good readers ask themselves: Does it make sense? Can we say it like that? (e.g. built, not builded) Does the word on the page look like the word I'm saying?
  6. Look up and talk about vocabulary that your child does not know.


For information on phonics, please click on the link below:

For ideas on how to share stories with your child, follow the links below:


Questions to ask:


How do you feel about the characters and why?

Would you like to be in the story? Why?

What would you like to ask the characters?

How is the story similar to any other story you’ve read?

Find words that tell you what the character is like.


What have you learnt from reading?

What do you think about what you have read?

Who would like to read about this information?


The table below will help you to see where your child is in terms of fluency and what they can do to improve. Children need to be achieving all number 4 boxes by Year 6.







Word-by-word reading.

Mainly word-by-word with some words grouped together in a 2/3 word phrase.

Groups words together in phrases most of the time, but sometimes only in small phrases.

Groups many words together, rarely making a mistake within a phrase.


Slow, with lots of gaps.

Slow when not sure; long pauses.

Reads at the speed of talking, but sometimes too fast or slow or takes long pauses.

Mostly reads at the speed of talking, speeding up or slowing down on purpose.


Doesn't notice commas, exclamation marks, question marks nor stops at full stops.

Sometimes uses punctuation, but might use it wrong.

Mostly takes notice of the punctuation.

Uses the punctuation appropriately and uses it to help understand how to read the text.


No expression.

Sometimes tries to use expression, but may use it the wrong way.

Tries to use expression often.

Uses expression every time and uses it to help understand the text.