Reading Ladders works with small groups of children and young people who have literacy difficulties. Pupils are taught by tutors who have a specialist qualification in how to support pupils with literacy/Dyslexia type difficulties. Pupils receive a lesson once or twice a week. The tuition either takes place during the day or after school. Pupils are taught using a multi-sensory structured phonics-based programme. Groups contain between 2 – 4 pupils, depending on their ability. Tutors first assess pupils using standardised and baseline assessments, to ensure that pupils abilities are closely matched. These results are used to design an effective programme, unique for every group. Lessons are fun and interactive!

Reading Ladders is unique because:

  • Tutors are able to focus on the pupils’ areas of need and utilise their strengths.
  • We work closely with schools and make sure our work supports and links with what children are learning in school.
  • We don’t believe in a one fits all approach. We work flexibly, continually monitoring progress, to ensure our pupils make excellent progress.
  • We work with pupils who have literacy difficulties/dyslexia. Some of these pupils may have additional learning needs. We are able to provide training to schools on how best to support pupils with literacy difficulties/dyslexia in the classroom.

The structure of the lesson format would follow the format below: 

Throughout the lesson, pupils will be encouraged to think about which strategies help them think and learn best (metacognition).

  • Revision of previous learning: reading patterns, spelling patterns and concepts.
  • New phonic patterns are taught in a multi-sensory way. This part focuses on the teaching of the different sounds that a letter or combinations of letters can make.
  • Reading and spelling tasks to provide the pupil with opportunities for overlearning and repetition, to enable the pupils to retain the information. Tasks will be included to help the pupils improve their ability to hear the sounds in the words (phonological awareness). In addition, the pupils will be explicitly taught reading and spelling strategies.
  • Fun games to reinforce the sound/letter pattern taught.
  • Review: asking the pupils to think about the strategies they have used and how they can be transferred to the classroom.