How Families and Schools Can Support Reading at Home from EYFS to KS4 

In our previous blog, we considered the importance of reading at home to instil a love of literacy and learning in our children – where reading is not about testing abilities and correcting errors, but rooted in family life as a relational, emotional and cultural practice.

The Four T’s – text, talk, time, and togetherness – help to reframe reading not as something that families “do,” but as something that is already a part of “doing family.” Although rooted in early childhood, this provides a powerful reading framework for all ages.

In this blog, we will draw on this framework to consider how we can support reading at home in EYFS all the way through to KS4.

Reading at Home in EYFS

In the early years, reading is about connection. Before children can read words, they learn that books are joyful, meaningful and full of wonder. 

Reading for Pleasure 

In EYFS, reading for pleasure begins with positive experiences of stories, language and shared attention. When children associate books with warmth, enjoyment and interest from trusted adults, they begin to see reading as something they want to return to again and again. 

Families can support reading for pleasure by: 

• sharing stories, rhymes and songs regularly 

• re‑reading favourite books many times, allowing children to join in 

• following children’s interests when choosing books 

• enjoying illustrations together and noticing small details 

• laughing, wondering and showing enjoyment while reading 

Reading does not need to be long or formal. Short, joyful story times at any time of the day help children build strong emotional connections to books. 

Allowing children to handle books freely, turn pages, choose texts and explore words and pictures at their own pace supports independence and confidence. Importantly, children benefit when adults read with them rather than to them, making story time a shared and responsive experience. 

These early experiences lay the foundations for language development, imagination and a lifelong love of reading. 

Decoding and Early Word Reading 

In EYFS, children develop phonological awareness (the ability to recognise sounds, rhythms, rhymes and patterns in spoken language). This is a crucial foundation for later reading and writing, and it develops best through playful, meaningful experiences rather than formal instruction. 

Parents and carers can support phonological awareness by: 

• playing simple listening and sound games, such as spotting words that start with the same sound or clapping syllables in names 

• singing nursery rhymes, chants and action songs, which help children hear patterns and rhythms in language 

• drawing attention to environmental print, such as shop signs, labels, packaging and logos, and talking about the sounds they can see and hear 

• enjoying word play, silly rhymes and made‑up words together 

Formal phonics teaching happens in school, but these playful language experiences at home build confidence, curiosity and enjoyment. They help children tune into sounds naturally while learning that language and books are fun, meaningful and part of everyday life. 

Comprehension from the Start 

Comprehension begins long before children read independently. Talking about stories and asking children simple questions ‘What happened?’ or ‘What might happen next?’ helps children to: 

• understand characters’ feelings 

• make simple predictions 

• link stories to real‑life experiences 

Beyond EYFS, many children look forward towards reading with increasing degrees of confidence and independence. For some, however, the increasing pressures and expectations can act as a barrier to reading for pleasure.

Reading at Home in KS1

In Key Stage 1, many children begin to move from learning to read towards reading with greater confidence and independence. This stage can feel exciting for some children, but it can also bring challenges as expectations increase and we must remember to meet children where they are rather than putting pressure on them and demotivate children in their early reading journey. The aim at this point is to balance the teaching of decoding and fluency with the critical element enjoyment, reassurance and motivation. 

Reading for Pleasure 

Children who enjoy listening to stories are far more likely to read themselves, build fluency and develop positive reading habits. In KS1, reading for pleasure continues to be nurtured through shared experiences as well as independent choice. 

Although children are beginning to read on their own at this stage, they still benefit greatly from being read to. Listening to stories exposes children to richer language, more complex ideas and a wider range of vocabulary than they are yet able to access independently. It also reinforces the idea that reading is enjoyable, comforting and worth making time for. 

Families can support reading for pleasure by: 

• letting children choose books that interest them, even if these seem “easy” or are re‑read frequently: repetition builds confidence, fluency and understanding 

• revisiting familiar favourites, which allows children to join in, predict events and feel successful as readers 

• continuing to read aloud to children, including books beyond their independent reading level, to stretch vocabulary and comprehension while keeping reading enjoyable 

• celebrating all reading, including comics, picture books, poetry and non‑fiction, so children learn that reading comes in many forms 

At this stage, it is especially important for children to see reading as something they want to do, not just something they are asked to practise. When children are free to enjoy books without pressure, they are more likely to return to reading independently, develop fluency naturally and begin to see themselves as confident readers. 

Decoding and Word Reading 

Phonics remains central in KS1 as children learn to decode unfamiliar words accurately and develop automaticity. At home, parents can best support this learning by keeping reading sessions positive, playful and low‑pressure. When children feel relaxed and confident, they are far more willing to take risks with unfamiliar words. 

Helpful approaches include: 

• encouraging children to “have a go” before stepping in, showing that effort matters 

• praising resilience and problem‑solving rather than speed or perfect accuracy 

• keeping reading sessions short and stopping before children become tired or frustrated 

• turning phonics and decoding practice into games, movement and play 

Making Decoding Playful 

Decoding does not need to involve sitting still with a book. Many children learn sounds and patterns best when learning is active, creative and fun. Families can support decoding through simple games at home, for example: 

• chalk phonemes, digraphs or tricky words onto a wall or pavement and let children squirt or spray them with a water gun 

• write sounds or words on paper and stick them around the room for a “phonics hunt” or scavenger game 

• make a simple snap or matching memory game using phonemes, digraphs or common words 

• write sounds on paper plates and jump to the sound you hear or say 

• roll a dice and blend the sounds shown on different cards to make real or “alien” words 

• play “sound treasure hunt”, spotting objects around the house that begin or end with a chosen sound 

• use magnetic letters on the fridge to build and change words together 

• draw sounds or words in sand, flour, shaving foam or with paint and brushes 

• clap, tap or stamp out sounds as they are blended into words 

These playful experiences help children practise decoding without it feeling like work. They reinforce phonic knowledge while protecting confidence and enjoyment; two essential ingredients for successful reading development. 

If a child becomes stuck during reading, it is always appropriate to tell them the word and keep the story flowing. Maintaining motivation and enjoyment is far more important than correcting every mistake. 

Developing Comprehension 

As children’s decoding skills improve, their understanding of what they read becomes increasingly important. Comprehension is best developed through talk and shared reflection. 

Parents can support comprehension by: 

• talking about characters’ feelings, choices and motivations 

• asking open questions such as “Why do you think that happened?” or “What would you do?” 

• making connections between stories and children’s own experiences 

• noticing interesting words, ideas or patterns in books 

These conversations deepen understanding, build vocabulary and help children learn that reading is about meaning, not just words on a page. 

Supporting children through KS1 with patience, encouragement and enjoyment helps ensure that reading remains a positive and empowering experience; one that sets strong foundations for the years ahead.

Reading at Home in KS2

By KS2, many children use reading across the curriculum but reading for pleasure remains essential as when enjoyment declines, confidence and attainment often follow. 

At this stage, it is important that reading continues to feel purposeful, engaging and relevant to children’s lives, rather than becoming something associated only with schoolwork. 

Reading for Pleasure 

Older children benefit from seeing reading as a natural part of everyday life, both in school and at home. Families can support reading for pleasure by: 

• encouraging children to explore a wide range of text types, including novels, non‑fiction, poetry, magazines, graphic novels and digital texts 

• respecting children’s interests and choices, even when these differ from adult preferences, as long as they are age appropriate 

• continuing to share stories, articles or poems aloud, reinforcing that reading is enjoyable at all ages 

• making links between reading and real‑life interests, such as hobbies, sport, science or current events 

When children are given autonomy over what they read and see adults valuing reading, they are more likely to continue reading voluntarily and develop strong reading identities. 

Fluency and Word Reading 

Although most children can decode by KS2, fluency is the bridge between word reading and comprehension. Fluent readers read more smoothly, understand more and are better able to engage critically with texts. 

Families can support fluency by: 

• listening to children read aloud occasionally, focusing on expression rather than speed 

• modelling fluent reading by reading aloud and sharing intonation and phrasing 

• pausing to discuss new or interesting vocabulary and how words are used in context 

Reading aloud to children at this stage, especially longer or more complex texts, continues to expose them to rich language and sophisticated storytelling. It is also important to recognise that if a child is not yet able to decode, the school should be prioritising this. 

Deepening Comprehension and Critical Reading 

In KS2, comprehension moves beyond simply recalling events to deeper thinking about meaning, purpose and viewpoint but talking about reading at home remains vital. 

Parents can support deeper comprehension by: 

• discussing characters’ motivations, actions and consequences 

• encouraging children to make inferences and explain their thinking 

• talking about themes, messages and big ideas within texts 

• asking evaluative questions such as “Do you agree?”, “Why might the author have done this?” or “How does this link to something else you know?” 

These conversations help children develop empathy, reasoning and critical thinking, supporting them to become thoughtful, confident readers who read not just to learn, but to understand and engage with the world. 

Reading at Home in KS3 and KS4

As children move into secondary school, reading demands increase significantly and reading for pleasure often declines. Young people are expected to read more frequently, more independently and across a wider range of subjects. Yet reading remains essential not only for academic success, but also for wellbeing, confidence and engagement with learning. 

At this stage, reading is no longer limited to English lessons. Increasingly, secondary curriculums place an emphasis on reading across subjects, often referred to as disciplinary literacy. This means pupils are expected to read different types of texts in different ways, for example, interpreting historical sources, understanding scientific explanations, analysing geographical data or decoding complex exam questions. 

This makes continued support from families more important than ever. 

Families can continue to support reading by: 

• valuing reading as part of everyday life, not just something linked to homework or exams 

• encouraging choice and independence in what young people read, while showing interest in those choices 

• talking about ideas, themes, viewpoints and current events to help young people practise thinking and talking like readers 

• recognising that reading may include novels, non‑fiction, articles, blogs, online texts, instructions and audiobooks 

Reading for Pleasure in KS3 and 4 

Although school reading becomes more academic, reading for pleasure still plays a crucial role. Young people who continue to read by choice are more likely to cope with the increased complexity and volume of reading required across the curriculum. 

Allowing young people to read what genuinely interests them helps sustain motivation. This might include series fiction, graphic novels, biographies, factual texts or audio formats. All of these contribute to vocabulary growth, background knowledge and reading stamina. 

Reading Across the Curriculum 

As subjects begin to use more specialist language and text types, pupils benefit from having opportunities to talk about what they are reading. Parents do not need to be experts in each subject; simply asking questions such as: 

• “What was that text about?” 

• “What was tricky or confusing?” 

• “How did you work out what it meant?” 

helps young people reflect on their reading strategies and develop confidence. Reading aloud, sharing opinions, discussing news or ideas, and showing genuine interest in what young people read all send a powerful message: reading still matters. 

Sustaining a relationship with reading through adolescence supports resilience, critical thinking, vocabulary development and self‑belief – skills that are essential not only for GCSEs, but for life beyond school. 

Reading for Life  

As we celebrate the National Year of Reading and ten years of the One Education Reading Award, let us renew our shared commitment: 

• Teach children how to read. 

• Make reading something we do together 

• Encourage a life-long love of reading. 

For the past ten years, the One Education Reading Award has recognised and celebrated schools committed to developing rich, inclusive reading cultures where every child is a reader. 

The award places reading for pleasure, representation, engagement and community at the centre of school life, alongside strong teaching of phonics and comprehension. It acknowledges that successful reading outcomes are built not only through high‑quality classroom practice, but through meaningful connections between school, home and community. 

By valuing reading as joyful, social and empowering, the Reading Award aligns closely with national research showing that when children are engaged and motivated to read, attainment, wellbeing and confidence grow together. 

As we mark a decade of the award, it offers a powerful reminder: reading thrives when it is shared, celebrated and lived beyond the classroom. 

For further support, guidance or to find out more about developing reading cultures and engaging families, schools are encouraged to contact laura.buczko@oneeducation.co.uk.