Using inclusive literacy strategies to support all readers

Struggling readers can include pupils with specific learning needs, such as dyslexia, but also pupils who read slowly or with poor accuracy, struggle with comprehension or often forget or find it hard to decode words.

Obstacles to literacy can vary depending on the language. For example, research recognises that learning to read takes longer in languages in which spelling is less consistent (such as English or Danish) in comparison with others (such as Finnish or Spanish).

Early identification of reading difficulties—both by teachers and parents—is essential to providing timely support. When schools combine targeted reading interventions, appropriate assistive technologies, and a supportive learning environment, they can meet the needs of all learners. With sustained encouragement and the right tools, every child can be supported to grow into a confident and capable reader.

Early intervention is key

From the very first years of schooling, teachers and teaching assistants need to be aware of pupils’ speech or language difficulties so that . This kind of support should not be seen as stigmatising but as a normal part of everyday classroom activities. Parents also need to understand their child’s needs to ensure the best collaboration between school and home.

Boosting reading confidence and motivation

Pupils can experience low self-esteem if they have challenges in reading tasks and may avoid reading altogether.

To helps pupils positively engage with reading, educators and schools can

• offer a wide selection of texts (comics, short stories, audio)
• allow pupils to choose what they read (following guidelines from the teacher) to give them ownership over their learning
• use peer support, paired reading or small-group discussions to build confidence in a safe environment
• celebrate reading milestones

Structured interventions for increased literacy

Once a pupil has been identified as a struggling reader, teachers, parents and schools have many ways of intervening and giving the young person the best possible outcome. These interventions help diversify teaching materials so these pupils can improve their reading through different routes than their peers. Some ideas include:

• Paired reading: Reading partners – a more proficient reader supports a less confident reader through shared reading activities.
• Reading comprehension strategies: Techniques to strengthen pupils' understanding of texts, including encouraging teacher feedback, giving pupils choices in learning materials and having ‘one significant adult’ present to create a safe environment for pupils to cooperate, support one another and learn.
• Precision teaching: A structured, evidence-based approach to improve accuracy and fluency in reading, spelling and mathematics through one-to-one support between a pupil and teacher.
• Healthy literacy diet: A balanced and tailored mix of literacy skills suited to each pupil’s needs, providing a range of skills that pupils need and steps to achieve this healthy diet.

How can technology help?

Readers may benefit from specific tools that make text more accessible, understandable or easier to follow.

Assistive technologies for reading are tools designed to help individuals who have difficulty reading due to challenges such as dyslexia, visual impairment or attention issues.

Assistive technologies for reading include

• text-to-speech which converts text into audible speech for those with visual impairments or dyslexia
• screen readers which convert digital text into audible speech for people with attention deficit hyperactivity disorder (ADHD)
• graphic organisers which simplify and visually represent ideas, showing relationships between different pieces of information
• Immersive reader which is a reading comprehension and fluency tool in all Microsoft Office applications

Assistive technology can help pupils access more complex texts and develop independence in reading. It also allows learners to focus on understanding meaning without being held back due to difficulty decoding.

To support pupils with reading difficulties, teachers and educators can

• provide screen readers, magnifiers or coloured overlays for visually impaired learners or those with sensory needs
• introduce voice-typing tools or predictive text apps to support writing and spelling
• offer audiobooks or digital texts with read-along features for at-home practice

Assistive technology reduces barriers and helps learners take part in class activities with greater confidence.

Calling on the wider community

Embedding literacy activities in real-life contexts that reflect pupils’ everyday experiences and community life can make reading more meaningful and boost their motivation to engage. Some ideas to achieve this include:

• partnerships with local libraries, community centres or literacy NGOs (after-school support and access to books)
• encouraging parents to do activities with their child such as reading aloud, playing phonics-based word games at home, finding and following simple recipes and help with shopping lists
• involve community spaces like doctor’s offices, job centres or public parks in promoting everyday literacy opportunities, such as book clubs or literacy games

For example, in Gothenburg, Sweden, the ‘City where we read to our children’ initiative aims to engage the whole community to support children’s reading skills and motivation through different activities.  

Want to learn more?

To learn more on this topic, join our webinar series on empowering struggling readers (5–8 May 2025) and find out about innovative reading and writing techniques to improve the comprehension skills of struggling readers.