A little support. A calmer place to begin.

Begin with the child beside you

Try an invitation: ‘Would you like me to read first, or shall we do a word together?’ A choice gives you a gentle way into the activity. If your child is tired or upset, pause. Reading practice can wait for a calmer moment.

Ask what feels hard without supplying a label. ‘Is it remembering the sounds, putting them together, or knowing what the words mean?’ They may not know yet. Listening to a short attempt can give you something concrete to discuss with their teacher.

Make a small routine you can return to

The Florida Center for Reading Research describes parents and caregivers as part of a child's reading learning, alongside school. At home, a simple routine can make your role feel more manageable. Adapt this one to your child rather than treating it as a checklist.

1. Start somewhere familiar

   Bring back a word, page or activity your child recognises. Tell them what you will do together. Keep the task small enough that you can give it your attention without rushing through a whole book.

2. Offer the help they need

   Give an unfamiliar sound or word instead of leaving them stuck. Model one example, then invite them to join in. You might say, ‘I'll help with this part. Let's read it together.’ Their teacher can suggest practice that fits current learning.

3. Finish with a connection

   Talk about what you read. Draw an object from the sentence, act out an action or connect it to your day. Let your child answer in the language that lets them share their ideas most comfortably.

Reading behind this guidance: Florida Center for Reading Research

Notice an attempt, not a comparison

Choose a specific observation: ‘You went back to look at that word,’ or ‘You told me what happened.’ Avoid comparing with a sibling or a classmate. Your child needs to know that asking for help belongs in reading time.

Keep enjoying books you read aloud, including stories beyond what your child can read independently. They can choose the book, look at the illustrations and talk with you. There is no need to earn story time by finishing practice first.

Make the next step a shared one

If reading remains difficult, or your child becomes increasingly reluctant, arrange a conversation with their teacher. Bring a couple of examples rather than a score from an app. Mention what your child enjoys as well as where they need help.

• What are you noticing when my child reads at school?
• Which sounds, words or books would be useful to practise at home?
• Could you show me how you help with this particular difficulty?
• When shall we check in again, and is any additional support needed?