Your child is six. Maybe seven. They should be reading by now. But they're not.
Every night, you sit down for reading time and watch them struggle through simple words. Their classmates are flying through chapter books while your child stumbles over "cat" and "the." The teacher's mentioned concerns. The school report says "working towards expected."
You're worried. Frustrated. Maybe even a bit angry at yourself for not spotting this earlier.
Here's what you need to know: you're not alone, it's not your fault, and there's plenty you can do about it.
Britain has a reading problem. According to the National Literacy Trust's 2025 research, only 1 in 3 children aged 8-18 now enjoy reading in their free time. That's the lowest figure in 20 years. Teachers report that a third of their pupils are weak readers, struggling to keep up because they simply can't read well enough.
In 2024, 106,000 five-year-olds in England fell behind their expected literacy levels. If your child is struggling with reading at age 6 or 7, they're part of a much bigger picture.
Phonics gaps. Your child might not have grasped the connection between letters and sounds. They see "sh" but don't automatically know it makes the "shh" sound. Without solid phonics foundations, reading is guessing.
Lack of practice at home. Research shows 1 in 10 children aged 5-8 don't own a single book at home. Less exposure means less practice, which means slower progress.
Missed early years development. If your child experienced any disruption in their early years (nursery closures, lack of social interaction, limited early education access), it can impact language and literacy development later.
Reading confidence collapsed. Once a child decides they're "bad at reading," they avoid it. The gap widens. They fall further behind, which confirms their belief. It's a vicious cycle.
Visual or processing difficulties. Some children have learning differences like dyslexia that make reading harder. This isn't about intelligence.
Your child avoids reading entirely. They find excuses. Reading time becomes a battle. They say they hate books.
They guess wildly at words instead of sounding out. They look at the first letter and make up something similar. "House" becomes "horse." "Train" becomes "tree."
Comprehension is weak. They can read the words (slowly, painfully) but have no idea what they just read. They've spent so much effort decoding that meaning got lost.
Simple words aren't automatic. Words like "the," "and," "said," and "was" should be instant by Year 1 or 2. Your child still pauses, still sounds them out, still gets them wrong.
They rely heavily on pictures. They guess from illustrations rather than reading words. Take the pictures away and they're lost.
Reading exhausts them. Ten minutes of reading leaves them tired, frustrated, or upset. It shouldn't be this hard.
If your child's phonics knowledge is shaky, everything else is built on sand. They need systematic phonics teaching that goes step by step through all sounds in English.
Apps like Teach Your Monster to Read (free online) or Nessy Reading & Spelling work brilliantly. Reading Eggs and Phonics Hero align with how phonics is taught in UK schools.
Twenty minutes of shared reading every evening makes measurable difference. But make it enjoyable, not a test.
You read most of it. They read the easy bits. Celebrate when they get words right. Don't make a big deal when they don't. Point to words as you read. Talk about the story, the pictures, what might happen next.
The goal is building positive associations with reading, not drilling skills.
Audiobooks let children experience complex narratives and build vocabulary without the frustration of sounding out every word. Research shows 37.5% of children say audiobooks got them interested in reading. Let them listen while following along in the book.
Books that are too hard create frustration. Books that are too easy feel babyish. You need books at exactly the right level with topics your child finds genuinely interesting.
Decodable books (where most words follow phonics patterns your child has learned) work brilliantly for building confidence.
Sometimes, despite your best efforts, progress stalls. That's when professional help transforms things.
Our reading tuition clubs at Primary Tutor Project provide expert teaching in small groups (maximum 5 children). UK qualified teachers identify exactly where understanding breaks down and address those specific gaps.
Children learn alongside peers at similar levels, which reduces the "I'm the only one who can't read" feeling. Regular weekly sessions build skills, confidence, and momentum.
For some children, reading struggles are linked to specific learning differences such as dyslexia. Dyslexia affects how children process written language, particularly with decoding, spelling, and reading fluency. It is important to know that dyslexia is not linked to intelligence. Many children with dyslexia are highly capable learners who simply need structured, targeted support.
At Primary Tutor Project, some of our tutors have experience supporting children with dyslexia and related reading difficulties. These tutors use evidence-informed approaches such as structured phonics, repetition, multi-sensory activities, and confidence-building strategies that help children feel safe to learn at their own pace.
If your child finds reading unusually hard despite consistent practice, or if school has mentioned possible learning differences, working with a tutor who understands dyslexia can be a positive step. Early, supportive intervention often reduces frustration and helps children rebuild confidence in reading and writing.
You can explore our tutors and their areas of expertise on our Primary Tutor Project teacher profiles page
Choosing the right tutor means your child receives support tailored to how they learn best, not a one-size-fits-all approach.
Technology helps, but not as a replacement for human teaching. The best apps include:
For phonics foundation:
For reading practice:
For older struggling readers:
Assistive technology for reading challenges:
Apps work best alongside, not instead of, regular reading with an adult. The human connection, encouragement, and support matter enormously.
It can be hard to know whether your child’s reading struggles are part of normal development or a sign that extra support is needed. Not every delay means there is a serious problem, but there are times when early action makes a real difference.
Your child is still in Reception or Year 1.
Early reading skills develop at different rates, especially in the first two years of school. Some children need more time for phonics to "click”, and this can be entirely typical.
Your child is making steady, measurable progress, even if it feels slow.
Small gains each term, such as recognising more sounds, reading longer words, or lasting slightly longer during reading sessions, are positive signs.
Reading feels hard, but your child is willing to try.
Struggle combined with effort usually means learning is still happening. Avoidance matters more than difficulty itself.
Your child’s early education was disrupted, for example by nursery closures or reduced interaction during the COVID period.
Many children are still catching up on early language and literacy skills, and schools expect this.
In these cases, consistent reading practice, phonics reinforcement, and encouragement at home often lead to continued improvement over time.
Progress has stalled for several months, despite regular practice at home and school support.
Your child avoids reading entirely and becomes distressed, tearful, or angry when asked to read.
Simple, high-frequency words are still not secure by the end of Year 2.
Your child guesses words rather than sounding them out, even after phonics teaching.
Teachers have raised ongoing concerns or suggested targeted intervention.
Early support does not mean something is "wrong”. It simply means your child needs teaching delivered in a way that works better for them.
The most important thing to remember is this: reading difficulties are common, support is effective, and confidence can be rebuilt. Acting early reduces frustration and prevents small gaps from becoming long-term barriers.
If you've been worrying about your child's reading, January is the perfect time to act.
Starting now gives a full spring term (12+ weeks) to build skills before summer. Our reading tuition clubs started this week. Small groups (maximum 5 children), UK qualified teachers, structured phonics and reading practice.
Spaces are limited because we keep groups tiny. Check available reading tuition clubs for your child's year group.
Stop comparing. Your child's reading journey is theirs alone. Comparing to siblings or classmates just creates anxiety.
Start reading together every evening. Twenty minutes. Make it cosy. Make it fun. No pressure.
Talk to the teacher. Ask specifically: "What phonics sounds hasn't my child mastered yet? What should we practice at home?"
Try one good reading app. Pick one from the list above. Let your child use it for 10-15 minutes daily. Keep it playful.
Consider professional help. If home support isn't working, expert teaching can transform progress in weeks.
Your child's reading difficulties aren't permanent. Most children who struggle at 6 or 7 become perfectly competent readers with the right support.
The key is action. Not panic, but purposeful steps forward.
Reading opens every door. Children who can't read struggle across every subject. They lose confidence. They disengage. But children who learn to read gain independence, knowledge, and possibilities.
Your child deserves to discover they can read. With patience, the right support, and consistent practice, most struggling readers make genuine progress.
Let's make 2026 the year your child cracks the reading code.
