Research School Network: Cracking Comprehension Through Repeated Reading: Simple and Effective By Will Smith, Deputy Director of Somerset Research School, Senior Teaching Coach and Head of KS4 English at The Blue School

A young person who struggles to read at the expected level will face challenges accessing all aspects of the curriculum. Literacy is the gateway to success in school life. Yet, 25% of children in England leave primary school without meeting the expected standard in reading. By the time these pupils reach the end of secondary school, the problem persists: approximately 44% of pupils fail to achieve a grade 4 or above in GCSE English Language. Coming from a more deprived background increases your chances of falling into the two aforementioned categories.

As a secondary English teacher and examiner, I see very clearly how meeting these standards opens doors for pupils. Those who read widely and confidently are more likely to succeed across subjects and beyond school. But here’s the catch: children are reading less than ever before, and there’s only so much teachers can do to change this. I can send books home, diligently check reading logs, collaborate with school librarians to curate enticing reading lists, and ask TAs to help pupils choose books. But I can’t make a young lad pull a book from his bag and read it instead of playing on his games console or scrolling through social media.

The issue is compounded by this harsh reality: If a child is not good at something, how likely are they to do it independently? Reading is no different. If a young person struggles with reading, simply telling them to read more won’t help. For these pupils, reading can feel like a chore rather than a skill they can develop.

To help pupils improve, reading needs to be approached as a skill that can be taught and practiced — just like writing an essay, serving in tennis, or solving an equation. For pupils who struggle, it’s essential to break reading down into manageable parts. One key component of reading that often goes overlooked is reading fluency.

Fluency matters because it reduces the cognitive load required to decode text. When pupils spend less time stumbling over difficult vocabulary or syntax, they free up their working memory to focus on comprehension — the ultimate goal.

Here are some simple strategies that teachers across subjects can implement. They require minimal time but can have significant benefits:

1. Model Good Reading
You read aloud to the class. Read fluently, with expression. Next, ask pupils to re-read the same passage. Hearing the text read fluently first can help them read it more fluently themselves, which in turn improves comprehension.

Example: In a Year 6 history lesson, the teacher reads a passage about the Industrial Revolution aloud with expression. Pupils then re-read the passage in pairs, focusing on fluency. They identify key terms like ​“urbanization” and ​“factory system,” which the teacher explains before they practice using them in context.

2. Re-Read Texts
Encourage pupils to re-read texts multiple times. This could involve reading in silence first, then aloud, or in pairs. Even re-reading a single paragraph can lead to noticeable improvements in fluency.

Example: In a Year 10 science class, pupils re-read a paragraph explaining photosynthesis. The first read-through focuses on pronunciation, while the second helps them grasp the process more effectively.

3. Identify and Tackle Problem Words
After reading, ask pupils to highlight words that slowed them down — whether due to unfamiliarity or difficulty decoding. Once identified, explain these words, have pupils say them aloud, and then re-read the sentence containing the word.

Example: In a Year 5 English lesson, pupils struggle with the word ​“malicious” in a text. After discussing its meaning and practicing its pronunciation, they re-read the sentence, improving fluency and understanding.

4. Choral Reading
Practice choral reading by alternating lines or words between teacher and pupils. This can be done with key vocabulary, quotes, or passages. Repetition reinforces memory and comprehension.

Example: In a Year 4 geography class, the teacher and pupils chorally read a definition of ​“evaporation,” ensuring all pupils grasp the term.

5. Teach Independence
Finally, encourage pupils to use these strategies independently. By practicing re-reading, identifying tricky words, and applying choral reading at home, they can develop reading as a skill rather than viewing it as a frustrating chore.

Example: A Year 11 PE teacher introduces re-reading strategies during a lesson on anaerobic respiration. Pupils apply these methods to their revision materials, boosting confidence ahead of exams.

Reading fluency is the foundation upon which comprehension is built. Research supports the effectiveness of these strategies: a 2020 UK study found that repeated reading interventions improved reading accuracy and fluency by up to 30% for struggling readers.

By integrating these simple approaches into everyday classroom practice, teachers can make a meaningful difference. Reading becomes less intimidating and more achievable for pupils, equipping them with the skills they need to succeed — in school and beyond.