Building strong phonics skills is essential not only for passing the check but for fostering confident, independent readers.
Here, we’ve gathered a range of tried-and-tested phonics activities designed to support sound recognition, blending, segmenting and spelling, all while keeping learning fun and interactive. Plus, we’ve included a free phonics tracker template to help you monitor pupils’ progress and plan targeted support.
Sound recognition and blending
Helping pupils identify and blend sounds is a crucial step in developing early reading skills. Try these activities in your classroom:
Sound-to-Letter Matching: Use flashcards of letters and sounds. Pupils match the correct sound to the letter or digraph.
Sound Boxes (Elkonin Boxes): Pupils segment words into individual phonemes by placing counters or tokens in boxes as they say each sound.
Robot Talk: Teachers say words slowly, separating the phonemes (e.g., /c/ /a/ /t/), and pupils blend them to read the word.
Segmenting and Spelling
Once pupils can hear and blend sounds, segmenting and spelling helps solidify their understanding:
Segment and Spell: Pupils hear a word, segment the phonemes and write each sound in order.
Sound Swap Games: Pupils use letter tiles to change a phoneme in a word to create a new word (e.g., swap /c/ in “cat” with /h/ → “hat”).
Word Ladders: Start with one word, pupils change one sound at a time to make a new word and see how high they can make their word latter!
Segmenting and Spelling
Once pupils can hear and blend sounds, segmenting and spelling helps solidify their understanding:
Segment and Spell: Pupils hear a word, segment the phonemes and write each sound in order.
Sound Swap Games: Pupils use letter tiles to change a phoneme in a word to create a new word (e.g., swap /c/ in “cat” with /h/ → “hat”).
Word Ladders: Start with one word, pupils change one sound at a time to make a new word and see how high they can make their word latter!
Grapheme/Phoneme Games
Make phonics practice more interactive with games that focus on graphemes and phonemes:
Phonics Snap: Pupils play snap with cards showing graphemes or words.
Phoneme Fishing: Pupils “fish” for words or letters that match a particular phoneme.
Odd-One-Out: Pupils listen to or read a set of words and identify the word that doesn’t share the target phoneme.
Nonsense or Alien Word Practice
The phonics screening check includes ‘alien’ or nonsense words, so it’s essential pupils are comfortable reading unfamiliar words:
Alien Word Games: Pupils read nonsense words aloud to find out the name of the alien, use visuals like “alien characters” to make it fun.
Alien Word Sorting: Pupils sort nonsense words by phoneme or spelling pattern.
Listening & Discrimination
Developing pupils’ listening skills ensures they can discriminate between similar sounds:
Phoneme Spotting: Pupils listen to a sentence and identify the target sound.
Odd Sound Out: Pupils hear three words and identify the one with a different initial, medial, or final sound.
Sound Detective: Pupils distinguish between words that differ by only one sound (e.g., “pin” vs “pen”).
Phonics Fun and Games
Finally, make phonics practice engaging with activities that feel like play:
Phonics Treasure Hunt: Hide cards with words or phonemes around the classroom for pupils to find and read.
Interactive Whiteboard Activities: Use the interactive phonics activities in Lexia Core5 Reading on the whiteboard to engage the whole class
Phonics Board Games: Create simple board games where pupils read words to move spaces forward
Phonics Fun and Games
Finally, make phonics practice engaging with activities that feel like play:
Phonics Treasure Hunt: Hide cards with words or phonemes around the classroom for pupils to find and read.
Interactive Whiteboard Activities: Use the interactive phonics activities in Lexia Core5 Reading on the whiteboard to engage the whole class
Phonics Board Games: Create simple board games where pupils read words to move spaces forward
This term, we invited schools across the UK to take part in our Lexia in Action competition, a celebration of the creativity, commitment and impact behind high-quality Lexia implementation.
We were overwhelmed by the thoughtful submissions showcasing how educators bring Lexia to life in their classrooms, intervention spaces and wider school communities.
Today, we’re excited to announce our winners, three fantastic examples of Lexia in Action, each demonstrating how purposeful, data-informed practice can transform pupils’ literacy confidence.
Winner: The Forest School, Wokingham
Submitted by: Lisa Hollands, Learning Support Assistant
Our winning submission stood out for its creativity, consistency and inspiring whole-school culture of celebration.
Two years ago, Lisa took on the responsibility for Lexia interventions and immediately found ways to tailor the experience around pupils’ needs. One of her first changes was transforming the intervention rooms:
“Many of our students particularly struggle with the grammar section of Lexia, so I filled the walls with simple explanations and examples… Students regularly refer to these visuals, and they have proved extremely helpful in supporting their understanding and confidence.”
Lisa didn’t stop there. She revamped how progress was celebrated by handing out certificates daily, paired with a small treat to recognise success in the moment.
“This simple change has had a huge impact—students are much more motivated, and they now push themselves to complete levels.”
Her weekly “Longest Streak” challenge keeps pupils focused and encourages them to ask for help when they need it, building both independence and resilience. Even staff get involved:
“We make it a point to model that mistakes are normal, even staff don’t always get the answers right! The students… take great joy in catching us out.”
A termly staff–student competition added a sense of fun and community and as the school has grown, so too has the Lexia cohort.
Congratulations to Lisa and The Forest School for an outstanding, learner-centred approach to Lexia!
Runner Up: Holy Rosary Primary School, Belfast
Submitted by: Pame Muñoz-Cabrera, Newcomer & Diversity Leader
Holy Rosary impressed us with its deeply embedded approach to supporting newcomer pupils and learners with diverse needs.
Lexia plays a central role in the school’s blended literacy strategy:
“We embed Lexia daily as part of a blended approach to reading instruction.”
Direct teaching works hand-in-hand with Lexia’s adaptive tasks. Pame uses Lexia’s resources to plan small-group interventions focused on phonics, vocabulary, and reading strategies:
“Lexia adds to their learning journey by reinforcing these skills digitally and giving them confidence through personalised practice.”
To keep engagement high, the team at Holy Rosary do the following:
- Support pupils in tracking their own progress through Lexia’s dashboards, which motivates them to reach milestones.
- Celebrate achievements weekly with certificates, shout-outs and treats.
- Use Lexia’s data to plan interventions and ensure every child gets the right level of challenge.
This thoughtful, consistent approach has made a real difference for pupils at Holy Rosary.
Runner Up: King Edward VI Community College, Totnes
Submitted by: Yasmin Biggins, Literacy Lead
Our second runner-up demonstrated powerful, whole-school consistency from Year 7 all the way to Year 11.
“We have been using Lexia for two years, and the impact it has had on our students has been truly life-changing.”
Anchor charts and display materials support literacy across the intervention space, and older pupils benefit from bespoke GCSE-aligned targets. The end-of-year data tells a compelling story:
“Many demonstrate significant gains in their reading and spelling ages, with some even exceeding age expectations.”
Motivation is boosted with generous prizes, many donated by the local community. Highlights include skip-the-queue passes, food vouchers and an end-of-term raffle. Sharing progress updates with donors has strengthened community relationships as well as pupil engagement.
The most meaningful impact, however, is on students’ confidence:
“When a child who previously struggled with low self-esteem and confidence feels secure enough to raise their hand and read aloud, it is a clear sign that the programme is making a meaningful difference.” Yasmin Biggins, Literacy Lead
The festive season is upon us, and what better way to celebrate than by infusing the festive spirit into your classroom literacy activities? Christmas-themed literacy exercises not only engage students but also make learning more enjoyable.
Here are 5 Christmas-themed literacy activities to keep your pupils reading all the way up to the end of term:
1. Santa’s Spelling Workshop
Transform your classroom into Santa’s Spelling Workshop by organising a spelling competition with a festive twist. Include words related to Christmas, winter and festive traditions. To add an extra layer of excitement, you can offer small rewards or certificates to the winners.
2. Christmas Story Writing Contest
Encourage creativity and imagination by hosting a Christmas story writing contest. Students can craft their own festive tales, incorporating characters like Rudolph, Santa, or even mischievous elves. Display the winning stories in the school library to showcase the budding literary talents of your students.
3. Seasonal Poetry Contest
Introduce the art of poetry by organising a seasonal poetry contest. Students can compose and perform poems that capture the essence of Christmas, winter landscapes, or their own experiences. This activity not only hones their literacy skills but also builds confidence in public speaking.
4. Festive Book Club
Start a festive book club where students can choose and read Christmas-themed books together. This not only promotes reading but also encourages thoughtful discussions about the plot, characters, and themes. Consider inviting local authors or storytellers to share their festive tales with the students.
5. Elf on the Grammar Shelf
Create an “Elf on the Shelf” inspired grammar game. Place a mischievous elf figurine in different spots around the classroom, each time with a note containing a sentence with a grammatical error. Challenge students to find and correct the error, turning it into a fun and interactive grammar lesson.
Embracing the festive season in your literacy activities adds a touch of joy and enthusiasm to the learning environment. These Christmas-themed activities not only promote literacy skills but also foster a love for reading and writing.
As you plan next year’s curriculum, don’t forget include Lexia Core5 Reading and Lexia PowerUp Literacy in your plans to support students in their literacy journey.
Merry Christmas and happy reading!
Thousands of schools across the UK and Ireland trust Lexia Core5 Reading to help pupils build strong reading skills. Lexia provides a structured, evidence-based approach that delivers measurable progress, regardless of whether you are supporting early literacy acquisition or providing targeted intervention.
We’ve gathered voices from educators nationwide, sharing how Lexia has transformed reading outcomes, increased pupil confidence and supported teachers with actionable data.
These schools are closing reading gaps and seeing real impact, and your school can too. Hear first-hand how Lexia helps teachers turn assessment into action.
Your school’s success story starts here
Discover how Lexia Core5 Reading can help your pupils build confidence, develop key reading skills and achieve measurable progress.
Fill in the form below, and one of our Literacy Programme Consultants will get in touch to offer personalised advice, guidance and a 30-day free trial of Lexia Core5.
Take the first step: Complete the form below and start your school’s literacy journey today.
At Moyle Primary School, Larne, Northern Ireland, Hannah Henry (P1 Teacher & Lexia Coordinator) and Allison Perry (Lexia Support Teacher) have been seeing remarkable literacy growth from Lexia’s Core5 Reading programme. As our Star School for November 2025, Hannah and Allison discuss why they chose Lexia to support pupils flagged through dyslexia screening. They share how they organise daily routines to make the programme work, and what makes Lexia different from other literacy tools.
Their inspiring story shows how a structured, engaging, and effective approach can make a real difference in literacy outcomes.
How did you first come across the Lexia program and what led to the school’s final decision to purchase?
Hannah: I was part of the curriculum team at the time, and we were researching how we could best support children who had been flagged through the dyslexia screener. We were researching different options, what interventions we could use, and that’s when I first heard about Lexia.
It actually came through a contact at another school who recommended it to me. We arranged a demonstration and started trialling it with small groups to see how it worked in practice.
We absolutely loved it. The individual learning paths, the teacher-friendly reports, and the fact that the pupils really enjoyed it made such a difference. That’s really what led us to the decision to go ahead with it.
Allison: After doing some training with LexiaUK around May last year, I learned a lot more about the admin side. Things like adding pupils, assigning them to classes, and even about the PowerUp programme, which I hadn’t realised we had access to before.
What do you feel makes Lexia stand apart from other reading skills software products on the market?
Hannah: It really is real-time monitoring of the children. Alison’s brilliant at picking up if a child is flagged, she can identify them straight away, and then we can get individual lessons sorted. Any difficulties are nipped in the bud, and we can feed that back to teachers so they know where a child might be struggling.
Allison: That’s one of the things I really like: not only do you get immediate feedback if a child hasn’t understood something, but you can also print out a one-to-one lesson and deliver it right away. You’re addressing the skill they struggled with on the same day, not waiting six months and hoping they remember.
Sometimes when I go to deliver a lesson, the children will say, ‘Oh, I was doing that on Lexia!’ In fact, there have been times when a pupil has even explained the spelling rule back to me perfectly, and I’ve thought, ‘Right, you clearly get this now, we don’t even need to continue with the lesson.’
Hannah: There’s also a nice bit of healthy competition. Pupils will almost challenge each other to see how many units they can complete. I love that energy.
How is Lexia used in your school?
Hannah: Every half term, teachers meet with the principal, vice principal and senior leaders to identify children they feel would benefit from Lexia. From there I pass them on to Allison and that’s when we set up the timetable.
Allison: We run three sessions a day, Monday to Friday, in the mornings. I also keep two afternoons each week as ‘mop-up’ sessions. That’s when I monitor who hasn’t met their unit target, who needs extra support or who might need a one-to-one lesson. I encourage the children to focus on their unit goal rather than just the time goal. The aim is that every student gets at least three 30-minute sessions a week, which is enough time to meet both their unit and time goals. If they don’t, they go into a mop-up session.
Hannah: Some children work better in smaller nurture groups, especially in Alison’s room, where we have the therapy dog, Nessa, while others do fine in larger groups. Some are too tired in the afternoon, others don’t arrive at school until later, so we avoid putting them in early sessions. And a small number prefer working in class rather than group sessions, but they’re monitored just as closely.
Allison: We’re very lucky to have a dedicated literacy coordinator, supportive leadership and extra staff to share the workload, whether that’s delivering lessons or helping with admin like printing and preparation.
If you want Lexia to be successful, you do need to put staff into it. The best way to make it work is to create a specific role for someone to deliver and manage the programme, rather than giving it as an extra responsibility. That’s essentially what’s been done for me, and it makes all the difference.
Describe the impact that Lexia has had on your pupils
Hannah: Yeah, I think the impact has just been amazing. Even from my own experience in P5 and P4, I’ve noticed a real difference. A lot of the pupils who had been struggling with reading now have so much more confidence. Their fluency has improved, and they enjoy seeing their own progress. They love that sense of achievement.
We present Lexia certificates in assembly, which really helps celebrate success. You can see how much it means to them. They know exactly when they’re due one and will be waiting eagerly to go up.
Hannah: Our principal even said he should rename assembly the ‘Lexia Assembly’ because so many certificates were being awarded. It’s brilliant, though, because the children absolutely love it. And what’s been really encouraging is seeing those pupils who normally freeze at the word ‘literacy’ actually enjoying Lexia. For them, it doesn’t even feel like literacy, it feels different and that’s powerful.
Can you give an example of a Lexia success that sticks out to you?
Hannah: Yes, so there’s one child I’m thinking of. He was in Primary 5, and in a single year he went up nine levels. It was amazing! He was just so motivated.
Because I’d taught him the year before, I knew him well, and even when I saw him outside class he’d be saying, ‘Guess what? Guess how many levels I’ve done? Guess how many units I’ve got today?’
Allison: He was just so excited. You couldn’t get rid of him, he was always at the door saying, ‘Do you need me this afternoon?’ If there was a space, I’d let him come in, because he just loved it so much.
How have you used rewards to motivate and celebrate success on the Lexia program?
Allison: We track who gets the highest number of units each week. Those pupils get to come down to our little Lexia classroom, where they can see Nessa, our therapy dog, and pick a treat from the box of goodies.
How useful have you found the myLexia reports in terms of demonstrating progression and informing planning?
Hannah: Yeah, it’s been really, really useful. At the end of the year we were printing out the overview, and Alison and I looked at it together. It was so detailed, and very interesting to see the levels.
I’ve also found it helpful that teachers can see very clearly where a student might be struggling. I keep a shared resource for staff, so if a child is flagged in a certain area, teachers can go in and see relevant support materials. We also have the workbooks for children, which teachers can use too.
Allison: The key is getting all staff on board. Timetables are busy and nobody wants ‘something extra.’ But once I’d done the training with LexiaUK, I realised how important it was for everyone to know what’s available and how to access it. It doesn’t just have to be children on Lexia who benefit, the Skill Builders and worksheets can be used by any member of staff. If a teacher wants to cover, say, “Magic E”, the resources are already there.
It helps keep everything joined up, and stops us reinventing the wheel. The information is already there, and using it just makes life so much easier.
What main piece of advice would you give to a school that was just getting started with Lexia?
Hannah: I think the key is to start with a really clear plan. At the beginning it can feel a bit overwhelming, so make sure from the start that staff understand how to use the reports and the resources.
It also helps to have a clear Lexia lead. Not too many people all doing the same thing, but also not leaving it all to one person either.
Allison: We’re also very lucky to have a dedicated space where children can come out of class for Lexia. We have tried running it within classrooms, and that can work for a few pupils, but it really needs a classroom assistant there to keep children on track.
Hannah: Finally, with the children themselves, I’d say celebrate them early on. Build engagement right from the start. Those small wins really matter, get the certificates printed and handed out quickly, and make them feel excited and invested.
What feedback have you had from your Lexia pupils?
Hannah: Yeah, so the feedback’s very positive. They like the fact that they get this time that’s just for them. They have their own login, they can see everything so clearly, and it’s theirs to do. It adapts to their level, so they’re working on things suited to them, and they also have choice in it.
Allison: They’ve also become very au fait with checking their progress. They’ll quickly go back to the home screen to see how many units they’ve done and how much time they’ve spent. They’ll often say things like, ‘Oh, I’ve done 40 minutes more than I should have,’ or ‘My unit wheel is complete.’ They really know where they’re at. It’s empowering for them, putting them in control.
Hannah: And a lot of the kids love having Nessa, our therapy dog, in the room. Even when she’s just walking around, they stay focused and engaged.
Allison: You’ll see them with their headphones on, working on their iPad, while patting the dog with the other hand. It’s very sweet.
Is there anything else you would like to add?
Hannah: I think one reason it’s been so successful is because we’ve got clear responsibilities and good communication. We check in with each other regularly, how are things going, what needs to change and we’re adaptable. If something’s not working, we adjust.
We also talk a lot with class teachers. They’ll tell us if a pupil is struggling a bit, or finding it hard to come out of class, and we’ll think about ways to change things.
If you could describe Lexia in 3 words, what 3 words would you use?
Both: We’ll go with “3 E’s”: Engaging, effective and empowering!
In March 2025, the Department for Education (DfE) published its Curriculum and Assessment Review: Interim Report, the first major review of the education framework in more than a decade. Its aim is to ensure the curriculum remains “fit for purpose,” equipping learners with the skills and knowledge they need for the future.
The government has since responded, reaffirming ambitions for a curriculum that is rich, inclusive and aspirational. Literacy remains central, with strong foundations in reading, writing and comprehension highlighted as essential for lifelong learning.
While the response provides direction, many of the practical challenges, such as delivering the curriculum effectively in busy classrooms and supporting pupils with diverse needs, will still fall on schools to address.
Key Stage 1: Strengthening the foundations
At Key Stage 1, the Review reinforces the importance of phonics as the cornerstone of early reading. The phonics screening check remains statutory and early decoding skills continue to be critical. However, the report recognises that a crowded curriculum can sometimes prevent pupils from achieving true depth before progressing.
What this could mean for schools:
- Maintain a systematic phonics programme with emphasis on fluency, comprehension, and vocabulary.
- Review sequencing to ensure pupils master core reading concepts before moving on.
- Provide early intervention for pupils who do not meet phonics benchmarks.
- Promote reading for pleasure from the very start of education.
Government response:
The DfE has set an ambitious target that 90% of Year 1 pupils meet the phonics screening benchmark. Schools are expected to adopt systematic synthetic phonics programmes, supported by up-to-date training and resources. For pupils at risk of falling behind, the government highlights early identification and intervention, alongside the expansion of the “Reading Ambition for All” professional development programme.
While promising, these measures may still require schools to adapt resources to ensure every child, including those with SEND, achieves mastery.
In practice:
Lexia Core5 Reading helps schools translate these priorities into classroom impact. Its sequenced, adaptive pathways guide pupils from phonics through to fluent reading, reinforcing comprehension, vocabulary and automaticity.
For pupils needing extra support, Lexia delivers targeted, personalised practice, allowing early intervention. Teachers receive real-time data to track progress, pinpoint gaps and plan instruction efficiently, ensuring government priorities are realised.
Key Stage 2: Depth, writing, and transition
At Key Stage 2, literacy challenges persist. In 2024, only 61% of pupils achieved the expected standard in reading, writing, and maths combined. Assessment approaches may not fully capture the breadth of literacy skills, particularly in writing.
What this could mean for schools:
- Balance reading and writing instruction to develop comprehension and composition equally.
- Adjust writing assessments to encourage authentic, creative expression alongside technical accuracy.
- Emphasise comprehension, vocabulary, and critical thinking.
- Prepare pupils for the literacy demands of secondary school.
Government response:
The DfE acknowledges that mastering literacy foundations is essential. They desire greater clarity and specificity in English, particularly in speaking, listening and drama. Furthermore, a new oracy framework will be introduced. Grammar teaching will be reviewed to ensure it is taught in context rather than in isolation, and some complex concepts may be moved into KS3 to allow more time for mastery at primary level.
In practice:
Lexia Core5 helps upper-primary pupils develop deeper comprehension, vocabulary, and critical thinking, while reinforcing grammar and composition skills in context. Its sequenced pathways support secondary transition, closing literacy gaps before Year 6 ends. Teachers benefit from real-time insights for personalised instruction, ensuring pupils achieve both fluency and depth regardless of curriculum change.
SEND and inclusion: Literacy for every learner
The Review emphasises that the system is “not working for all pupils”, with persistent gaps for disadvantaged learners and those with SEND.
- Embed accessibility and inclusion into literacy teaching.
- Identify reading difficulties early, with tailored interventions.
- Use multisensory and scaffolded approaches for pupils with dyslexia, speech and language needs or other learning differences.
- Provide additional phonics, fluency and comprehension support for older pupils who continue to struggle.
Government response:
The government supports inclusion and highlights the need for a rich, sequenced curriculum for all pupils, alongside resources and professional development. However, much of the responsibility remains with schools, and additional support may not reach every setting, particularly for pupils with more complex needs.
In practice:
Lexia Core5 ensures all learners, including those with SEND, work at the right level through personalised, adaptive pathways. Pupils build confidence and literacy skills, while teachers receive actionable data to target support, bridging gaps even where broader system support is limited.
Implications for teachers, SENDCOs, and literacy leaders
The Review and government response emphasise the importance of professional development focused on mastery, progression and inclusion. Schools may want to:
- Strengthen coherence between KS1 and KS2 literacy planning.
- Use formative assessment and data to track reading depth and attainment.
- Encourage collaboration between literacy leads and SENDCOs.
- Reflect on how literacy teaching prepares pupils for KS3.
While the government sets the strategic direction, schools will need strong leadership, strategic planning and effective tools to deliver these outcomes.
Moving forward: Building confident, fluent readers
The Curriculum and Assessment Review and government response provide a clear vision for literacy, but schools remain central to making it work in practice.
By prioritising mastery, comprehension, and reading for pleasure, schools can ensure pupils develop confidence, fluency, and lifelong reading habits. Lexia Core5 offers the structure, adaptive practice, and insights to help schools deliver this vision effectively, supporting teachers and learners every step of the way.
Discover the impact of Lexia in classrooms around the UK
We are thrilled to publish the 2025 Data Report into the efficacy of Lexia Core5 Reading – our comprehensive, research proven literacy skills program aimed at KS1/2.
Our latest data report contains findings from the 2024/25 academic year, with a sample size of 600 schools that have implemented the program. Based on consistent, structured usage, we have found pupils achieving up to 17 months’ average reading progress.
Download the report today to see how Lexia Core5 can make an impact in your school.
Want to experience the impact of Lexia Core5 in your school? We’re offering a free 30-day evaluation for schools interested in seeing how Lexia Core5 can support their students’ literacy skills development.
Fill out the form below to enquire about a 30-day evaluation of Lexia Core5 Reading.
Introduction
Secondary schools face complex challenges, from growing academic pressures and stretched resources, to managing student wellbeing and behaviour. Among the most difficult to support are the pupils who appear disengaged from learning altogether.
These learners often arrive in Year 7 already on the back foot. They may have struggled throughout primary school, fallen behind in reading, and developed a deeply rooted belief that school isn’t a place where they can succeed. By the time they reach secondary education, their refusal to engage, especially with reading, isn’t just a behaviour issue. It is often a sign of a much deeper problem: significant gaps in literacy.
And when reading becomes a barrier, it limits access to every area of the curriculum. In effect, they’re shut out of learning before they’ve had a chance to catch up.
Disengagement or Disadvantage? Looking Beneath the Surface
It is easy to label these pupils as ‘disruptive’ or ‘unmotivated’. But for many, what looks like defiance is actually a defence mechanism. For years, they’ve struggled with the foundational literacy skills needed to access schoolwork. They’ve experienced early failure, and often repeatedly, which chips away at their self-esteem.
By the time they arrive at secondary school, they’ve already learned ways to cope with the shame and frustration:
- Avoidance of reading-based tasks.
- Low-level disruption to deflect attention.
- Withdrawal, refusal or even behavioural escalation.
These aren’t pupils who won’t engage, they’re often pupils who can’t. After years in this cycle, they carry a mindset of disengagement with them into secondary school, believing that no matter how hard they try, success is out of reach.
What These Pupils Need to Succeed
To break this cycle, these learners need more than just good intentions and extra support. They need targeted, consistent, and compassionate intervention that tackles the root cause of their disengagement, their literacy gaps, while also rebuilding their confidence.
What does that look like in practice?
Re-engaging struggling readers in secondary school starts with creating the right environment, one that removes barriers, supports confidence, and allows learners to rebuild their skills at a pace that works for them. While the right technology can support this process, it’s the principles behind the approach that make the real difference.
Here are some key strategies and how they can work in practice:
Autonomy
Pupils who’ve struggled with reading often prefer to work independently, away from the pressure of performing in front of others. Giving them space to learn at their own pace, in a structured but self-guided way, helps reduce anxiety and gives them control over their progress. In practice, this might involve timetabled sessions using adaptive tools or online programmes, where pupils can quietly work through literacy tasks suited to their current level.
Quick Wins
When learners experience early success, however small, it builds momentum. Literacy interventions that focus on building blocks, such as decoding or sentence structure, can help pupils achieve small but meaningful progress quickly. Over time, these wins can start to shift a pupil’s mindset from “I can’t” to “Maybe I can.” Recognising these milestones, even informally, can go a long way in restoring confidence.
Low-Stakes, High-Impact Practice
Struggling readers may associate literacy tasks with failure, especially when they’ve had to repeatedly perform in high-pressure environments. Instead, regular opportunities for low-stakes practice, such as short, independent exercises with immediate feedback, can help reinforce skills without triggering fear of failure. Pupils benefit from being able to revisit and retry tasks without judgement, building fluency in a supportive way.
Bitesize Challenges
Literacy activities that are broken into manageable, skill-focused segments can make reading and writing feel more approachable. Many schools embed this approach into the day by offering short, structured literacy sessions. For example, during form time, as part of intervention periods, or in catch-up lessons. Keeping tasks concise helps reduce cognitive load and supports learners with lower attention spans or processing challenges.
Age-Appropriate Design
Engagement is closely tied to how relevant and respectful pupils find the content. For older students, intervention materials that feel too simplistic or “babyish” can be a significant barrier. It’s important that literacy tasks use age-appropriate language, themes, and visuals that reflect the interests and maturity of KS3 and KS4 learners. This helps ensure that pupils feel included and valued, rather than singled out.
Data to Inform, Not Overwhelm
Teachers supporting disengaged readers need timely insight into what’s working and where further support is needed, without adding to their workload. Digital tools that provide real-time data can support staff in identifying gaps, tracking progress, and offering timely intervention. This approach enables a more responsive and efficient use of staff time, helping schools reach the pupils who need the most targeted support.
How Lexia PowerUp Literacy Re-engages the Learners Others Struggle to Reach
Lexia PowerUp Literacy was developed specifically for struggling readers in secondary school. It’s not a one-size-fits-all programme, it adapts to each pupil’s needs across word study, grammar, and comprehension, filling in the foundational gaps that are holding them back.
What makes PowerUp different?
- It empowers pupils to work independently and at their own pace, crucial for restoring confidence.
- It celebrates progress, no matter how small, to show learners that they can improve.
- It’s accessible and age-appropriate, designed to avoid the stigma often associated with reading interventions.
- It gives teachers real-time insight into progress, so they can offer additional support without guesswork or unnecessary testing.
And crucially, it supports pupils in developing the skills they need not just to read, but to thrive across the curriculum.
The Bottom Line: Literacy is the Foundation of Engagement
If you’re seeing pupils switching off, acting out, or falling behind across the board, it’s time to look deeper. Disengagement is often not about attitude, it’s about ability. And for many pupils, that ability hinges on literacy.
By closing the literacy gap, we can unlock access to learning, restore confidence, and re-engage the pupils who’ve been left behind for too long.
Independent evidence to support literacy improvement
The Education Endowment Foundation (EEF) recently commissioned a large-scale, randomised controlled trial to test the impact of Lexia® Core5® Reading with groups of Year 2 pupils across multiple regions of England.
The study explored how Core5 could:
- Support struggling readers in making accelerated progress.
- Help disadvantaged pupils close the attainment gap.
- Be implemented alongside existing school provision with positive feedback from staff.
With a high evidence security rating, and the intervention deemed very low cost to implement, the trial provides trusted, independent insight into the role of adaptive technology in supporting reading development.
Download the Free PDF Summary
Download the free summary PDF to discover the study’s design, key findings and what teachers said about using Core5 in their classrooms.
Time is one of the rarest resources in education. Between teaching, supporting in class and or leading interventions, there’s often little space left in the week to dive into data. Yet, those insights are key to understanding pupil needs and planning next steps.
That’s why myLexia is designed to work with your workflow, not add to it. With just a few minutes each week, it can help highlight where to focus, who needs support and how best to use your time and resources.
To help you make the most of it, our Literacy Impact Coaches have shared three of their top tips, drawn from hundreds of conversations with teachers across the country.
Tip 1: Little and often works best
Rather than saving everything up for an end-of-term review, taking five minutes a week to check myLexia can give you a clear sense of how things are going and where your time can make the biggest difference.
The Action Plan tab is particularly useful. It automatically organises pupils into helpful groups, helping you to quickly answer questions like:
- Who needs more time on the programme?
- Who is ready for a Skill Builder?
- Who is struggling and may need a Lesson Plan?
- Who’s ready to celebrate?
This quick snapshot makes it easy to act early and positively.
“We always say: small, consistent check-ins win the race. Even just five minutes in the Action Plan tab can help you catch issues early, or recognise when a pupil is ready to be challenged further.”
– Denise, Literacy Impact Coach
Tip 2: Use class-level reports to flag priorities
When time is tight, class-level reports offer a quick and efficient way to check in on your whole cohort. You’ll find these reports to the right of the Class Overview screen in myLexia – just a couple of clicks, and you have a full picture of progress and usage at your fingertips.
Start with the Usage Report, which looks slightly different depending on whether you’re using Core5 or PowerUp:
- In the Core5 usage report, pupils who haven’t made expected progress in the last four weeks are marked with a blue exclamation mark (!), a quick visual cue to check in on their learning journey.
- For PowerUp, the weekly usage report is colour-coded based on whether pupils have met their weekly units target. This makes it easy to identify who may need encouragement to stay on track.
Once you’ve reviewed usage, the Skills Progress Report can give further insight into overall progress. Look at the units gained column on the right-hand side of the report. By sorting pupils from most to least units gained, you can quickly see who’s making strong progress and who might benefit from additional support.
“Class-level reports give you a smart starting point. Sorting by units gained lets you spot patterns across the group and highlight any pupils who might otherwise slip under the radar.”
– Louise, Literacy Impact Coach
Tip 3: Let pupil data guide your use of paper-based resources
Paper-based resources like Skill Builders and Lesson Plans can be a valuable part of supporting pupils, but they’re most effective and time-efficient, when used at the right moment. Instead of printing packs for every pupil, use individual pupil data in myLexia to decide where these resources will have the most impact.
Here’s how to approach it:
Skill Builders: Use the Skills Report
This report provides a detailed breakdown of each pupil’s performance within a unit.
- Skill Builders: Look at the Skills Check scores (shown as a percentage). If a pupil scores below 75% on any Skills Check, that’s a strong signal they may benefit from a Skill Builder for that specific skill.
- You don’t need to assign Skill Builders for every skill, focus only where the score indicates a gap.
Lexia Lessons: Check the Step Attempts
Within the same report, you can also see the number of attempts a pupil has made on each step in a unit by clicking into the level name, this will open the Detailed Skill Report.
- If a pupil has made 10 or more attempts on their current unit without success, that’s a sign they may need more direct support with that concept.
- This is the point where using a paper-based Lexia Lesson Plan can be really helpful, providing structured teaching to address the difficulty head-on.
Bonus Tip: Consider a quicker intervention first
In many cases, you can act even earlier. If you notice a pupil struggling after just a few attempts on a step, try offering brief, over-the-shoulder support. A short check-in or prompt while they’re working independently can often help them move past the barrier without the need for a full lesson plan.
“Skill Builders and Lesson Plans are brilliant when used with purpose. By checking just one or two key indicators, you can be confident that your support is timely, targeted and not adding to your workload unnecessarily.”– Mark, Literacy Impact Coach
When used purposefully, myLexia can help you stay one step ahead without spending hours on admin or analysis. By setting aside just a few minutes each week to check in, you can spot issues early, celebrate progress and direct your support where it’s needed most.
Small, consistent actions, like reviewing usage patterns, sorting pupils by progress or checking skill-level data, can have a big impact on outcomes. Most importantly, they allow you to spend less time working out what to do and more time doing what works.
Remember that you are not alone. Our Literacy Impact Coaches are here to help you interpret your data, plan next steps and ensure Lexia is working as hard as possible for your pupils and your team.
If you’d like support with implementation, training or getting more from myLexia, we’re ready to help.
Contact Us to book an Online Review & Support Session to talk through your school’s data and next steps with a member of our team. These sessions are included as part of your Lexia subscription so there’s no extra cost.