Young people who still find it hard to read unfamiliar words need practice that respects their age and helps with the curriculum they are studying. Current subject vocabulary is more useful than childish word lists.

Select a small useful set

Choose about five unfamiliar words from one or two current subjects. Ask school for suggestions if needed. Prioritise words the young person must read or use repeatedly.

For each word:

1. Say the complete word.

2. Mark its syllables.

3. Look for a word part they know (a root, prefix or suffix).

4. Notice any useful sound–spelling pattern.

5. Blend the parts and say the whole word again.

6. Connect the word with its meaning.

For evaporation, you might mark e-vap-o-ra-tion, connect it with evaporate and then use it in a science sentence.

Revisit without drilling

Return to the same words in two or three short sessions across the week. Mix reading the word, matching it to a meaning and finding it in a homework text.

Give the pronunciation if the word remains stuck after one sensible attempt. The purpose is to practise the routine and help with the subject, so keep it relaxed.

Avoid presenting a large list or using resources designed for much younger children. If they are still unsure of many basic patterns, coordinate practice with school rather than trying to design a home programme.