When a young person often gets stuck on unfamiliar words, homework in every subject takes longer. If home and school use the same routine, they only have one set of prompts to remember.

Start with a short conversation

Ask the relevant teacher, literacy lead or SENCo:

• which types of words are causing difficulty;

• what has already been taught;

• which prompt the young person is expected to use;

• whether there are suitable words to practise; and

• what you should do when the prompt does not work.

Agree language that feels appropriate for the young person’s age. For example: “Mark the syllables, find a familiar word part, say the whole word, then check it.” Talk the routine through with the young person as well, so they know why and can say which prompts help.

Use current curriculum words

Practise briefly with a few words from subjects the young person is studying. Model one example, complete one together and let them try another. Stop once the routine is understood.

During ordinary homework, prompt the routine once. If the word remains difficult, give or check the pronunciation so the young person can continue with the subject content.

Review the approach

Share patterns you notice, including words that remain difficult and strategies the young person can now use alone. If the difficulty continues despite consistent support, ask school to look again at which word-reading skills still need work and whether more focused help is needed.

Keep home practice to the routine you agreed with school. You don’t need to add a programme of your own.