A weaker class pattern in phonological awareness can make unfamiliar multisyllabic terminology harder to decode. In Secondary lessons, this can interrupt reading before pupils reach the subject meaning.

Subject teachers do not need to deliver a phonics intervention. They can make a small number of essential terms easier to read by teaching pronunciation and structure alongside meaning.

Select the terms that unlock the lesson

Choose three to five terms that pupils must recognise in the upcoming explanation, source or task. Avoid treating every unfamiliar word as equally important.

For each term:

1. say the whole word clearly;

2. divide it into pronounceable syllables;

3. identify a useful root, prefix or suffix;

4. explain how that part contributes to meaning;

5. ask pupils to read and use the complete word.

For example, in biology, photosynthesis can be divided into pronounceable parts and linked to photo, meaning light. In history, industrialisation can be connected to industry and the suffix -isation, which signals a process.

Build the routine into subject teaching

Keep the terms visible during the lesson and return to them in authentic reading and writing. Pupils should pronounce the word, recognise it in context and use it accurately, not just copy a definition.

Where the class pattern is slightly weaker, model the pronunciation of the most important term. Where it is lower, use the same word-analysis routine regularly and revisit the terms across the topic.

Keep it age-respectful

Use curriculum terminology and explain its subject function. Avoid simplified word lists or activities that feel detached from the lesson.

When some pupils need more

This is whole-class disciplinary vocabulary teaching. Pupils who continue to struggle to decode unfamiliar words across subjects may need focused rehearsal, a closer reading assessment or structured literacy support.

Further guidance

• EEF: Improving Literacy in Secondary Schools

• DfE: The reading framework