Some pupils in Years 10 to 12 still have decoding or word-structure gaps that affect their independent reading and spelling. At this age, the first decision is whether phonics remains the principal barrier or whether teaching should focus more on multisyllabic word reading, morphology, fluency or vocabulary.

Do not place pupils together solely because their scores are low. Use individual error analysis to identify a shared target.

Find the current barrier

Check reading and spelling of:

• unfamiliar single-syllable words;

• longer multisyllabic words;

• common roots, prefixes and suffixes;

• curriculum vocabulary;

• short connected passages.

Note whether pupils misread sound-letter patterns, lose syllables, fail to recognise word parts or read accurately but very slowly. This determines whether the intervention should retain a phonics emphasis or move towards word structure and fluency.

Keep the provision focused

Use short, regular sessions with an explicit sequence: for example, two or three sessions of 20 to 30 minutes a week for two to four pupils. How long it runs depends on the size of the gap and the time left before exams, so decide where it fits and when you'll review progress (many schools review after six to eight weeks). Record the baseline, target, delivery pattern, review point and exit criteria. Protect access to the wider curriculum: where you can, avoid withdrawing pupils from exam subjects and rotate the time slot. Use age-respectful material.

A session might include:

1. explicit teaching of one sound-letter or word-structure feature;

2. reading and spelling a small related word set;

3. applying the feature to unfamiliar subject words;

4. reading a short connected passage;

5. cumulative retrieval of previous learning.

Decide when phonics should reduce

Phonics should not continue indefinitely because it is familiar to the school. Reduce or end that strand when the pupil reads the relevant patterns accurately in unfamiliar words and connected text. Move the focus to fluency, vocabulary, morphology or comprehension when those become the principal barriers.

Monitor useful outcomes

Track unfamiliar-word accuracy, multisyllabic word reading, spelling transfer and access to curriculum texts. Review whether the intervention improves day-to-day reading, not only performance on practised lists.

Keep access running alongside the teaching

Pupils in Years 10 to 12 still have to read long subject and exam texts while the teaching continues. Where reading is still slow or inaccurate, give access in lessons as well, such as a computer reader or text-to-speech for long texts. If an exam arrangement may be needed, it has to be the pupil's normal way of working in lessons and mocks first. A reader or computer reader for JCQ exams is applied for using Form 8 Part 1 evidence (the picture of need and normal way of working); standardised scores aren't required for it.

Programme and resource options

• Read Write Inc. Fresh Start (paid) is designed for pupils aged 9 to 13+, with daily 30-minute sessions and a placement assessment, so check whether its content suits pupils in Years 10 to 12. An EEF trial with pupils aged 9 to 13, reported in 2022, found about two months less reading progress than a comparison group, although more than a third of the schools offered it did not run it.

• Lexonic Advance (paid) is aimed at older learners, with emphasis on decoding longer words, academic vocabulary and reading automaticity. It runs as six weekly one-hour sessions, with one adult to four pupils, after two days of staff training. Cost is on request. The published evaluation is one the company commissioned from the National Literacy Trust (2022), which reported decoding gains. Its short run fits a Year 10 or 11 timetable; plan what the pupils will do afterwards.

• Sounds-Write (paid) is a DfE-validated linguistic-phonics programme with a secondary membership (from £400 a year in October 2026). Use it only when assessment shows continued need for that teaching.

• EEF: Improving Literacy in Secondary Schools is free guidance, including on targeted support for pupils who struggle with reading.

The assessed barrier should determine the approach.

Talamo has no commercial relationship with any of the organisations named here. We suggest them only because we think they could be useful to schools.