Overcoming barriers to reading: professional development support resource for primary teaching assistants
This resource for primary school teaching assistants focuses on recognising and responding to potential barriers to reading in the early years and Key Stage 1.
Learning objectives
This professional development resource features content from professor Sarah McGeown, director of the University of Edinburgh Literacy Lab. It focuses on recognising and planning for potential barriers to reading that children may face.
- Recognise potential barriers to children’s reading.
- Understand the practitioner’s role in overcoming barriers to reading.
Reading in the curriculum
National curriculum
“[Teachers] have an even greater obligation to plan lessons for pupils who have low levels of prior attainment or come from disadvantaged backgrounds.”
page 8
“A wide range of pupils have special educational needs, many of whom also have disabilities. Lessons should be planned to ensure that there are no barriers to every pupil achieving.”
page 8
“Teachers must also take account of the needs of pupils whose first language is not English.”
page 8
“[Teachers] should … provide library facilities and set ambitious expectations for reading at home.”
page 10
EYFS statutory framework
“Reading frequently to children, and engaging them actively in stories, non-fiction, rhymes and poems, and then providing them with extensive opportunities to use and embed new words in a range of contexts, will give children the opportunity to thrive.”
page 9
Ofsted school inspection handbook
“[Staff should] provide information to parents about supporting their child’s learning at home, including details about the school’s method of teaching reading and how to help their children learn to read.”
paragraph 478
What are barriers in education?
Barriers are factors that hinder children’s ability to learn.
Barriers to learning can be intrinsic (internal) or extrinsic (external).
Intrinsic:
- Motivation
- Learning disabilities
- Emotional factors
- Speech and language delay
Extrinsic:
- Access to resources
- Disruptive learning environment
- Economic disadvantage
- Lack of social support
How can reading help?
BookTrust’s research shows that reading for pleasure from a young age helps children overcome socio economic barriers in education. [1]
We also know that shared reading has a transformative impact on school attainment, and that shared reading at home is incredibly beneficial. [2, 3]
A child who is an engaged reader provides themselves with self-generated learning opportunities equivalent to several years of education. [4]
Personal barriers to reading
Children may encounter barriers that are specific to their reading.
These could include:
- An external barrier like undiagnosed short-sightedness.
- An environmental barrier specific to their home.
- An additional learning need such as dyslexia.
- A motivational barrier.
Communal barriers to reading
There may also be common barriers that affect children in a setting.
These could include:
- Environmental barriers including access to books or reading areas.
- A lack of high-quality reading experiences in a setting.
- External barriers like noise or disruptive behaviour.
- Social barriers including peer pressure.
Reflect
Are these potential barriers intrinsic or extrinsic? (Answers below)
- Not having books at home
- Reading in a noisy classroom
- Being cold
- Finding a book boring
- Speaking another language
- Worrying about getting questions wrong
- Not having books at home – extrinsic
- Reading in a noisy classroom – extrinsic
- Being cold – extrinsic
- Finding a book boring – intrinsic
- Speaking another language – intrinsic
- Worrying about getting questions wrong - intrinsic
Identifying barriers to reading
Observe reading behaviours to identify any potential barriers.
- Do they require support in choosing what they read?
- Are they able to find books they will enjoy?
- Who do they talk to about their reading?
- Whose reading opinions do they value?
- Which books are they drawn to?
- What are they motivated by?
- Are they reading at home?
Monitor and assess progress in reading to identify barriers.
- Are they making below expected progress in decoding?
- Can they differentiate between phonological sounds?
- Are they able to recall the main elements of a story?
- Are they developing their own reading preferences?
- Are they able to infer basic meaning from pictures?
- Can they make links between stories they know?
- Are they able to communicate their opinions?
Sharing information is key to identifying barriers to reading
Communicate with colleagues and share observations about children’s reading habits, progress and potential barriers you may have observed.
All observations are useful and help to build detailed learner profiles which helps tailor the support they need.
Different factors influence children’s engagement with reading
These may include:
- Limited access to books.
- Systemic barriers to reading.
- Low literacy confidence.
- Negative attitudes towards reading.
Children who have experience of vulnerability or disadvantage may encounter more barriers to their reading.
How books support children
Overcoming barriers to reading
Educational practitioners should create a learning environment which supports children to achieve their full potential.
Observe reading behaviours in your setting and think about adaptations you could make that may remove barriers to reading.
This includes observing external factors such as book access and classroom layout, and internal factors like interest and motivation.
Environment – book provision
Spend time keeping a record of which books children are seeking out to read independently or to take home.
- Are there any trends emerging?
- Are there any gaps in book provision that are creating barriers because the interest needs of children are not being met?
- Do children understand the organisation of books and where different genres and formats can be found?
Once you have collected your observations, think about any adaptations you can make to remove barriers. These may include:
- Pictures indicating genres and formats in libraries/book corners.
- Restocking or rearranging book provision to match interest/needs.
- Creating new opportunities for children to access books in the day.
- Changing the layout or furniture in reading areas to meet needs.
- Finding ways to highlight popular or recommended books.
Case study – what would you do?
You know that child X is passionate about construction, transport and engineering, and they love to talk about their favourite science facts.
You observe them looking for a book to take home but they are in a rush because they want to get back to another activity.
They select one of the first books they see which is a story book they have read before.
Social barriers
Spend time observing the general social attitude of the class towards reading and think about any social barriers that may emerge.
- Are there friendship dynamics that may influence others’ choices?
- What trends or common interests could be used to inspire reading?
- Do children look forward to reading times or are they reluctant?
- Is there a healthy home/school relationship towards reading?
- Is reading celebrated? Are there opportunities to share successes?
Once you have collected your observations, think about adaptations you could make to remove barriers. These may include:
- Championing books that match emerging interests or themes.
- Reading with friendship groups to affect dynamics and perceptions.
- Suggesting changes to the timetabling of reading sessions.
- Identifying those who may benefit from 1:1 or small group reading.
Additional needs
Children with educational needs may face additional barriers to reading.
Educators can support these children by working closely with the teaching team, the SENCo and children’s families to introduce tailored strategies for reading and create a supportive learning environment.
Scaffolding and differentiating your reading sessions can support children with additional needs to engage and achieve.
Class teachers will have strategies in place for support staff to help children with additional needs. These may include:
- Small group interventions for decoding and comprehension.
- Pre teaching of specific texts to support accessibility.
- Differentiated tasks which support retention.
- Visual or tactile aids for keywords.
English as an additional language (EAL)
Children who have English as an additional language may require differentiation and extra support in their reading development.
As a teaching assistant you may be asked to support with pre teaching, overteaching, repetition, reading intervention, differentiation, scaffolding, creating resources like word banks or word maps, along with other supportive strategies.
Supporting access to reading
View this as a presentation
1. Krishnan, S., & Johnson, M. H. (2014). A review of behavioural and brain development in the early years: the “toolkit” for later book-related skills
2. Tamis-LeMonda, C. S., Luo, R., McFadden, K. E., Bandel, E. T., & Vallotton, C. (2019). Early home learning environment predicts children’s 5th grade academic skills. Applied Developmental Science, 23(2), 153–169.
3. Castro, M., Expósito-Casas, E., LópezMartín, E., Lizasoain, L., Navarro-Asencio, E., & Gaviria, J. L. (2015). Parental involvement on student academic achievement: A meta-analysis. Educational research review, 14, 33–46.
4. Guthrie, J. T., Wigfield, A., & VonSecker, C. (2000). Effects of integrated instruction on motivation and strategy use in reading. Journal of educational psychology, 92(2), 331.
Assignment
Identify a key learner as a case study and work together with your class teacher to identify any barriers to reading they may face.
Form a strategic plan with your team to address barriers and support their progress.
Enact your plan and reflect on its effectiveness.
Provide feedback
Access more development support resources
Find out when the next resources will be released
Our primary school or early years newsletters will notify you when the next resources are released to help support your professional development. They will also give you the latest information on activities and resources you can use to support reading with babies and children.
Sign up now-
Author of the amazing Tyger, S F Said, shares his tips for overcoming barriers to reading.