Reading intervention resources for primary schools cover structured phonics programmes, decodable texts, assessment tools and multisensory activities. These tools help struggling readers build essential skills. They work best when you tailor them to each child’s needs and deliver them through a clear, tiered support system.
Schools across the UK mix paid programmes with free materials to make sure every child gets the help they need.
The most effective reading intervention resources combine systematic phonics instruction, regular progress checks and engaging activities that keep young learners interested. Michelle Connolly, founder of LearningMole and a former primary teacher with over 15 years of experience, says, “the right resources can transform a struggling reader’s confidence, but only when they’re used consistently and matched to the child’s reading stage.” LearningMole offers curriculum-aligned materials to support both classroom teaching and targeted intervention.
Whether you’re a teacher planning support for Key Stage 1 pupils or a parent hoping to help at home, knowing which reading intervention strategies actually work can make a huge difference. Resources range from full commercial programmes to simple, practical activities you can start using right away.
Reading intervention gives targeted support to students who struggle with literacy, focusing on areas like phonics, fluency and comprehension. Early identification and evidence-based approaches form the backbone of successful intervention programmes in UK primary schools.
Children who fall behind in reading during Key Stage 1 often keep struggling for years. Research suggests that early intervention offers the most effective way for schools to prevent long-term reading issues.
If you spot reading challenges early, you can tackle them before they affect other learning. Most reading intervention programmes form part of a school’s Multi-Tiered System of Support, giving extra help beyond regular lessons.
Without support, the gap between struggling readers and their classmates grows fast. By Year 3, kids who haven’t cracked basic decoding skills face big hurdles across the curriculum. Early literacy support helps students build confidence and gives them the skills they’ll need for the rest of their education.
Reading intervention means targeted teaching that addresses specific literacy needs beyond what’s covered in regular lessons. Primary schools usually provide extra reading interventions, and the exact approach can differ by school or district.
You might focus on phonemic awareness for Reception pupils who can’t split up sounds. For Year 2 students, intervention often targets decoding or reading fluency. Older pupils may need help with vocabulary or comprehension strategies.
You should test specific skills, not just general reading levels. A child could be great at decoding but struggle with comprehension, so they’ll need different support than someone who needs phonics help. Structured literacy approaches teach reading skills step by step and clearly.
Effective reading intervention follows five main rules: it must be challenging enough, correctly targeted, give chances to respond, offer clear instruction and provide immediate feedback.
You should match your intervention with science of reading principles and stick to research-backed methods. Multisensory activities only help if they serve a clear purpose.
Children need about 20 repetitions of new information to remember it. Mixing new skills with old ones helps, but watch for cognitive overload. If children start making mistakes on things they used to know, they’ve probably hit their limit for that session.
Your English intervention sessions should target one or two skills instead of trying to do everything at once. Short, focused sessions with lots of practice work better than long, unfocused ones.
Effective reading intervention builds on four main areas: recognising and working with sounds in words, understanding how letters link to sounds, reading smoothly and accurately, and understanding what has been read.
Phonemic awareness sits at the heart of reading success. This skill is about hearing, picking out and working with each sound (phoneme) in spoken words. Children need to realise that “cat” has three sounds: /c/ /a/ /t/.
Phonological awareness is a broader skill that covers phonemic awareness. It includes recognising and playing with sounds in language, like rhyming, syllables and onset-rime patterns.
You can build these skills with activities like:
Research suggests that phonemic awareness teaching in early years offers the best prevention for reading difficulties. These skills usually match Reception and Year 1 in the UK National Curriculum.
Teachers often find that short, focused sessions of 10-15 minutes work well. You don’t need printed materials for these activities, so you can slot them into the day easily.
Phonics teaching helps children understand the links between letters and sounds. Decoding skills let readers sound out new words using what they know about letter-sound patterns.
Your intervention should follow a clear sequence. Start with simple CVC words like “cat” and “dog”, then move to trickier patterns. The UK National Curriculum expects children to use phonic knowledge up to Year 2.
Effective reading interventions include direct teaching of letter patterns, regular practice and instant feedback. Children need to master:
You should give children chances to use these skills in real books, not just word lists. Decodable books match the phonic patterns they’ve learned, which boosts confidence and reinforces learning.
Reading fluency means reading accurately, quickly and with expression. Fluent readers recognise words straight away, so they can focus on meaning instead of sounding out every word.
Children get better at fluency by practising with the right texts. Pick books at their instructional level, where they know 90-95% of the words. Research-supported reading teaching highlights the need to match text difficulty to the reader.
Good fluency activities include:
By Year 3 and Year 4, children should read with more fluency and expression. You can check their progress through regular fluency checks, counting words read accurately per minute. LearningMole has free phonics videos that help develop fluency with clear visuals and pronunciation.
Reading comprehension is the main aim of all reading teaching. Children need to understand and remember what they read, make links and think about texts.
You must teach comprehension strategies directly. Kids won’t just pick up these skills by reading lots of books. Proven reading intervention strategies involve teaching specific comprehension techniques.
Focus on these strategies:
Include vocabulary teaching in your intervention. Children can’t understand texts full of unfamiliar words. Teach tricky words before reading and discuss meanings in context.
Use different types of texts: fiction, non-fiction, poetry and instructions. The UK National Curriculum asks children to read a range of texts across all Key Stages. Ask questions at different levels, from simple recall to deeper thinking about themes, author’s purpose and how the text is organised.
Schools across the UK now use structured tiered frameworks to spot and support struggling readers at different levels. These models help every child get the right reading teaching, from whole-class lessons to one-to-one support.
Response to Intervention (RTI) gives a structured way to deliver interventions that matches support to each pupil’s needs. The system moves children through more intensive help based on how they respond to teaching.
The three-tier model starts with quality first teaching for everyone. Children needing extra help get targeted small group work. Those needing the most support receive one-to-one interventions.
Progress monitoring sits at the centre of RTI. You collect data regularly to check if interventions work and adjust support as needed. This way, you spot reading difficulties early and act quickly.
Tier 1 teaching forms the base of reading support and reaches all pupils. This level relies on high-quality teaching using proven approaches that fit the National Curriculum.
Your daily literacy lessons should include systematic phonics for younger children, guided reading, and whole-class comprehension. Many teachers find that well-planned Tier 1 teaching prevents reading difficulties for most pupils.
Regular assessment helps you spot children who might need more support. Try using termly phonics screening, running records or standardised reading tests to track progress.
Key Tier 1 components include:
Tier 2 offers targeted small group interventions for pupils who still struggle after quality first teaching. You usually run these sessions with three to six children, meeting a few times each week for 20 to 30 minutes.
These sessions focus on specific reading skills like phonics, fluency or comprehension. Effective Tier 2 programmes can reduce or even remove reading difficulties in the early primary years if you use them consistently.
At this level, you start monitoring progress more often. You might check pupils every two to three weeks to see if the intervention is helping close their reading gaps.
Popular Tier 2 methods include extra phonics lessons, paired reading, and comprehension groups. LearningMole has free phonics and reading videos that fit well as extra resources during small group sessions, especially for practising letter sounds and blending.
Tier 3 supports pupils with significant reading challenges who need the most intensive help. You usually work one-to-one or in very small groups, delivering daily sessions with a specialist teacher or trained teaching assistant.
You design each programme around the child’s specific reading needs. This might mean using multisensory approaches for dyslexia, precision teaching for fluency, or focused phonological awareness activities.
You monitor progress at Tier 3 every week or even more often. This close checking lets you quickly adapt your teaching and make sure the support matches what the pupil needs.
Special Educational Needs Coordinators, educational psychologists and outside agencies often work with you at this level. You need to keep good records, especially if you need to show evidence for Education, Health and Care Plan assessments.
Up to 80 percent of students with reading difficulties might have some form of dyslexia. Early identification really matters. Structured, evidence-based interventions and tailored support help these learners keep up with their peers.
Start monitoring reading development from Reception and Year 1 using regular phonics checks and reading assessments. Look for ongoing trouble with letter-sound matching, blending sounds, or slow progress even with good teaching.
Watch out for these signs:
Don’t wait for a child to fall far behind before you seek assessment. Many children go undiagnosed until later primary years, which causes bigger problems with reading and other subjects. Use informal observations during guided reading and formal standardised assessments to find exact areas of need. The National Center on Improving Literacy offers free, evidence-based screening tools designed to spot literacy-related disabilities like dyslexia.
Structured literacy programmes really help dyslexic learners. The Orton-Gillingham approach teaches reading with multisensory learning techniques that use visual, auditory and kinaesthetic senses together. Students might trace letters in sand while saying the sound, or build words with coloured tiles.
The Wilson Reading System is another proven method. It gives systematic phonics instruction, moving from simple to more complex words. These programmes follow systematic and cumulative steps, so each lesson builds on what students already know.
In your intervention sessions, include:
LearningMole has free phonics videos that match the National Curriculum and support this structured approach. Pair these with assistive tech like text-to-speech software and dyslexia-friendly fonts to make reading less demanding.
Not every reading difficulty comes from dyslexia. Some children can decode but struggle to understand, while others have issues with working memory, attention, or language processing.
Adapt your support to each child’s barrier. A Year 3 pupil who decodes but can’t understand needs work on vocabulary and inference, not more phonics. Use visual aids, graphic organisers, and teach key words before starting new texts.
Classroom assistants play a big part in targeted support, but they need proper training in evidence-based methods. Give pupils consistent support in both whole-class and small-group settings. Check progress every four to six weeks so you can tweak your teaching if needed. Reading fluency often lags behind accuracy, so keep up oral reading practice even after phonics skills get stronger.
Primary schools in the UK use structured programmes to target reading skills, from phonological awareness to comprehension. Digital platforms now sit alongside traditional methods, offering adaptive learning paths that react to each pupil’s progress.
The Wilson Reading System stands out as an intensive intervention for pupils with severe reading difficulties, including dyslexia. This programme uses structured phonics based on Orton-Gillingham principles, teaching sound-symbol links with multisensory techniques. Teachers often run it in small groups or one-to-one.
Read 180 supports Key Stage 2 pupils and older who read well below their age level. The programme mixes whole-class teaching with independent practice on adaptive software. Schools using Read 180 have seen pupils make up to two years of progress in a single year.
LearningMole offers free phonics videos and reading resources that help with intervention across Key Stages 1 and 2. The platform’s structured approach helps teachers build key literacy skills through engaging visual content.
| Programme | Best For | Delivery Method |
|---|---|---|
| Wilson Reading System | Severe dyslexia | Small group/individual |
| Read 180 | Multiple years behind | Blended learning |
| Orton-Gillingham | Phonological difficulties | Multisensory instruction |
Heggerty Phonemic Awareness gives short daily lessons, usually 10-15 minutes. It works especially well for Reception and Year 1 pupils who need clear teaching in sound manipulation. Teachers like that you only need the guide, nothing extra.
Teach these core skills in phonemic awareness:
The SERP Institute shares evidence-based methods that schools can use for free, no need to buy commercial programmes. Their resources include lesson plans that build phonological skills step by step.
Many schools blend phonemic awareness into phonics sessions. This helps pupils link sound work directly to reading and spelling.
Lexia Core5 adapts to each pupil’s needs, providing personalised learning paths in word study, grammar and comprehension. The programme flags struggling pupils, letting teachers step in where needed.
Reading Eggs is popular with younger children thanks to its game-like approach to reading intervention programs. The colourful design and rewards keep pupils interested during independent practice. Schools often use it to support teacher-led lessons.
Lalilo started as French literacy software but now offers English support too. Its assessment tool finds gaps and changes difficulty in real time. Teachers can track progress with dashboards showing which skills each pupil has mastered.
Digital platforms work best alongside direct teaching. Don’t let screens replace you. Balance independent digital practice with explicit instruction and guided reading. Most programmes recommend 20-30 minutes of daily use for pupils getting extra support.
Teachers can help struggling readers by breaking reading skills into smaller steps and teaching them clearly. Good intervention mixes direct teaching of basics with flexible groupings and regular adjustments based on each student’s progress.
Direct instruction means you teach reading skills step by step, showing students exactly what to do before they try it themselves. This style suits phonics and syllable patterns, where you show how to split words and blend sounds.
Begin lessons by stating the skill you’re covering. Model the process with think-alouds, talking through how you decode a word or understand a sentence. Let students practise with your help before they work alone.
Key elements of direct instruction:
This method takes away the guesswork and helps students grasp the basics before moving on. You can use direct instruction for phonemic awareness, phonics, fluency, vocabulary, and comprehension.
Small groups let you focus on specific reading difficulties and give more personalised attention. Group three to five students who share similar levels or challenges. This setup makes it easier to watch each student and tweak your teaching as you go.
Pick texts at the right level for your group. Use decodable books with phonics patterns they’ve learned. Let students read aloud in turns, offering gentle corrections and encouragement.
One-to-one support gives the most intense help for students who are far behind. These sessions let you spot exactly where a student struggles and target those areas. You might spend five to ten minutes daily with a student, focusing on tricky sounds, word patterns or comprehension.
Tips for small group work:
Scaffolding gives students temporary support, which you gradually take away as they grow more confident. You might read a passage together at first, then have students try it with a partner, and finally let them tackle it alone.
This approach boosts confidence while keeping the challenge just right.
You can differentiate your reading instruction by adjusting support, text complexity, or the type of task depending on what each student needs. Some children might need hands-on tools like letter tiles to build words, while others are happy to jump into written exercises.
Practical differentiation approaches:
| Strategy | How to Use It |
|---|---|
| Text selection | Provide books at varied reading levels on the same topic |
| Task variation | Offer different response options such as drawing, oral answers or writing |
| Time adjustment | Allow extra time for students who need it |
| Support tools | Provide word banks, sound charts or vocabulary lists |
Set your expectations to match each student’s current ability, but keep your standards high. If a Year 3 child reads at a Year 1 level, give them work that’s challenging for them, not just easier Year 3 tasks.
Systematic phonics teaching lays the groundwork for reading success. Structured word study programmes help children spot spelling patterns and build their vocabulary.
These methods support struggling readers throughout primary school.
Phonics instruction teaches the relationship between sounds and written letters, letting children decode and read words on their own. Introduce letter-sound relationships step by step, starting with the most common sounds and moving to trickier patterns later.
The most effective phonics lessons mix isolated practice with chances to use skills in real reading. Students need regular practice blending sounds to read words and breaking words into sounds for spelling.
Short daily sessions, about 15-20 minutes, work well for intervention groups.
Irregular words often trip children up because they don’t follow the usual phonics rules. These tricky words need clear teaching and lots of revision. Multi-sensory activities, like tracing letters while saying the sounds, help reinforce learning.
Evidence-based phonics programmes build skills from simple to complex patterns. Your teaching should follow a structured sequence but stay flexible enough to fill individual gaps.
Word study brings together phonics, spelling and vocabulary through hands-on activities that show word patterns. This approach helps children spot how words work, which strengthens both reading and writing.
Organise word study activities around children’s current spelling stage instead of their age or year group. Children at the same developmental level benefit from sorting words by pattern, which helps them figure out rules for themselves.
Key word study activities include:
Start with simple consonant-vowel-consonant words, then move to more complex multisyllabic patterns. Let students handle words physically as often as possible, as this really helps them grasp spelling patterns.
Word families share spelling patterns and sounds, so children can learn them as groups. Once you teach the ‘-ight’ family, for example, children can quickly read and spell ‘night’, ‘light’, ‘fight’, and ‘sight’.
Silent letters can be tricky for struggling readers. Teach these explicitly, like the ‘k’ in ‘knife’ or ‘w’ in ‘write’. Children need to see that many silent letters follow predictable patterns.
Create visual displays of word families so children can spot connections between words. Group words by pattern and highlight common features in colour. This visual support sticks in their minds during independent reading and writing.
Children build fluency with regular practice on word family activities. They can play games like word family bingo or make their own word family lists in literacy journals.
Reading fluency and comprehension strategies work side by side to help primary pupils read accurately, smoothly, and actually understand what they read. Good interventions focus on specific skills through structured activities and well-chosen texts that stretch but don’t overwhelm.
Fluency means reading with the right speed, accuracy and expression. Fluency interventions at the word and phrase level help struggling readers become more automatic with practice.
Paired reading works well in Year 2 and Year 3. Pair stronger readers with those who need more support, and let them take turns reading aloud. This builds confidence and gives instant examples of fluent reading.
Effective fluency activities include:
Poetry and simple plays are great for fluency practice. The rhythm and short lines make it easier for pupils to work on expression and intonation. Many teachers notice pupils enjoy performing these texts, which means they’ll happily read them more than once.
Reading comprehension means making sense of the text as you go. Research-based reading interventions show that teaching comprehension strategies directly helps pupils in all subjects.
K-W-L charts get pupils thinking before, during and after reading. They jot down what they Know, what they Want to learn and what they Learned. This taps into prior knowledge and gives a clear reason for reading.
Question generation encourages pupils to ask questions as they read. Model this by thinking aloud, then let pupils take over. Start with simple who, what, and where questions, then move to deeper why and how questions.
Key comprehension strategies for primary pupils:
| Strategy | How It Works | Best For |
|---|---|---|
| Predicting | Guessing what comes next based on clues | Key Stage 1 and 2 |
| Visualising | Creating mental images of the text | Narrative texts |
| Summarising | Identifying main ideas | Key Stage 2 |
| Making connections | Linking to personal experience | All ages |
Scaffolded reading comprehension ideas grouped into pre-reading, during reading and post-reading help you plan lessons that support pupils at every stage.
Stretch texts push pupils just beyond their current reading level, but they can still access them with some help. Pick books that fall within a pupil’s zone of proximal development, usually where they can read 90-95% of words on their own.
Decodable texts are best for pupils still learning phonics in Reception and Year 1. These books use controlled vocabulary that matches the letter-sound links pupils already know. As they get more fluent, bring in texts with trickier sentences and a wider range of words.
Think about interest as well as reading level. A Year 4 pupil reading at Year 2 level still needs stories and topics that suit their age. Hunt for high-interest, lower-readability books so they stay engaged without getting frustrated.
Text selection checklist:
LearningMole has curriculum-aligned reading resources and videos to support comprehension across Key Stage 1 and Key Stage 2. The materials are organised by reading skill and National Curriculum objectives.
Regular assessment helps you check if your reading interventions are making a difference and spot which students need extra help. Many teachers find that mixing different assessment methods gives the best view of student progress.
Progress monitoring assessments measure students’ reading performance and show how quickly they are improving. Use tools that fit the skills you’re teaching, like phonics screening checks for Year 1 or comprehension assessments for Key Stage 2.
Short, frequent assessments work better than long tests. Try one-minute reading fluency checks or quick phoneme segmentation tasks that slot into lessons. Research suggests beginning and mid-year screenings can predict future reading progress quite well.
Digital tools save time on marking and record keeping. LearningMole offers free phonics and comprehension videos with built-in checks for understanding. You could also use standardised reading tests linked to the National Curriculum or running records to track accuracy and reading behaviours.
You need to monitor at-risk students at least monthly to catch problems early. Keep a simple tracking sheet with dates, scores, and notes on what each student can do.
Plotting scores on a graph helps you see progress towards goals. If a student’s progress stalls or drops for three checks in a row, it’s time to tweak your intervention. Sharing these graphs with parents often helps them see their child’s progress in a clear way.
Assessment results should directly shape your classroom practice. If progress monitoring shows students are not improving, try increasing support, narrowing the focus, or switching up your methods.
Group and regroup students as their needs change, rather than sticking with fixed groups all term. A Year 3 pupil who masters vowel digraphs can move to something new, while another might need more time on the same skill.
Look for patterns among your pupils. If several children struggle with the same idea, it could mean you need to revisit that topic with the whole class before diving into individual interventions.
Teachers can find high-quality reading intervention materials without stretching the school budget. Several trusted organisations provide evidence-based resources that fit curriculum aims and support struggling readers.
The Florida Centre for Reading Research offers free structured activities for phonics, fluency, vocabulary and comprehension. Teachers can grab ready-to-use materials sorted by skill level and reading area.
The centre’s Student Center Activities work especially well for Key Stage 1 and 2. Each activity comes with clear instructions and barely any prep. You can print the materials and use them in guided reading or intervention groups.
These activities stick to a familiar format, so children know what to do on their own. Teaching assistants can easily use them with small groups while you focus on other pupils.
The National Center on Improving Literacy shares free, evidence-based resources for students with literacy-related disabilities, including dyslexia. The organisation works with universities and research centres to create screening tools and teaching ideas.
Reading Rockets posts intervention and prevention resources, using articles, videos and webcasts. Their materials help you support young readers before they fall behind.
LearningMole has curriculum-aligned videos and teaching materials that can boost your intervention work. The platform gives you diverse study materials covering phonics, reading comprehension and literacy skills for children aged 4 to 11.
Check if resources match your pupils’ needs and your school’s approach to intervention. Choose materials that target the specific skills your struggling readers need, like phonemic awareness, decoding or comprehension.
Think about how much prep each resource needs. Some programmes take a lot of training, but others are ready to go. Make sure the activities fit into your timetable and intervention slots.
Look for resources that let you track progress. You need to see if children are improving and change your approach if they aren’t making gains. Try out a few materials with some pupils before you use a full programme.
Primary school teachers and parents often wonder about reading interventions, from finding proven programmes to getting free materials online. Figuring out which resources actually help and how to use them really matters when supporting struggling readers.
Evidence-based reading programmes focus on explicit, systematic and step-by-step ways to teach phonemic awareness, phonics, vocabulary, fluency and comprehension. These interventions use phonetic texts and instructional strategies that help children build reading skills gradually.
Wilson Reading System is popular for children who find word recognition and spelling tough. It teaches word structure using multisensory methods: visual, auditory and movement-based learning all at once.
Reading Recovery gives one-to-one support to the lowest-achieving readers in Year 1. Trained teachers work with children for 30 minutes a day over 12 to 20 weeks, using carefully levelled books to build reading strategies.
Phonics programmes like Letters and Sounds or Read Write Inc follow the UK National Curriculum. They show children how to blend sounds and break up words, which is vital for decoding tricky words.
Reading Rockets has free literacy resources: teaching strategies, classroom activities and expert answers to common reading questions. Parents and teachers can find articles about helping struggling readers and building comprehension skills.
Oxford Owl gives you free e-books sorted by reading level and age. Children can read series like Biff, Chip and Kipper online, which lets them practise between school sessions.
LearningMole offers free curriculum-aligned videos on phonics, reading comprehension and English skills for children aged 4 to 11. The site includes teaching materials for Key Stage 1 and 2 literacy.
Phonics Play has free games that let children practise letter sounds and blending. These interactive activities make phonics fun for reception and Year 1 pupils starting to decode words.
The What Works Clearinghouse helps you find interventions with positive impacts on student outcomes. It reviews research and rates programmes based on evidence.
Evidence for ESSA rates reading intervention programmes as strong, moderate or promising, depending on research quality. You can search by grade level and see which ones work best for different groups.
The Reading Programme Repository exists to help schools pick reading programmes that match student needs. Each programme listed has been reviewed by either Evidence for ESSA or What Works Clearinghouse.
Vermont’s guide to evidence-based practices looks at how well intervention programmes fit research recommendations. It checks if programmes support culturally and linguistically diverse learners effectively.
Parents can read aloud to their children every day, building vocabulary and comprehension before children read on their own. Picking books just above your child’s reading level introduces new words and more complex sentences.
Phonics apps and games give children practice with letter sounds and blending at home. Short sessions of 10 to 15 minutes keep young learners interested without tiring them out.
Creating a print-rich home with labels, signs and books shows children that reading matters in real life. Point out words on food packaging, street signs and shop fronts during daily routines to show how reading fits into everyday life.
Asking questions about stories gets children thinking more deeply about what they read. Try asking “What do you think will happen next?” or “Why did that character do that?” to build comprehension skills beyond just sounding out words.
What Works Clearinghouse interventions that improve comprehension include teaching strategies like summarising, questioning and predicting. These strategies help children engage with texts instead of just reading words.
Reciprocal Teaching is suggested for upper primary students who can decode but struggle with meaning. Children learn four strategies (predicting, questioning, clarifying and summarising) and practise them in small groups with a teacher.
Graphic organisers help children see story structure and main ideas. Story maps, Venn diagrams and cause-and-effect charts make comprehension strategies clearer for Key Stage 1 and 2 learners.
Teaching vocabulary directly through explicit instruction can boost reading comprehension a lot. Interventions for students in grades 4 to 9 show that learning word meanings before reading helps children tackle harder texts.
Teach Your Monster to Read gives children a fun way to learn phonics for free. They get to create a monster, then play through levels that introduce letter sounds, blending and those tricky words, all wrapped up in an adventure.
Storyline Online has famous actors reading children’s books aloud, with illustrations popping up on the screen. Each video comes with activity guides. These suggest questions for discussion and creative projects that tie in with the story.
British Library’s Discovering Children’s Books lets older primary children explore interactive timelines and exhibitions about classic children’s literature. Kids can see how books have changed over time and read extracts from historical texts.
The CBeebies Storytime app offers free animated stories based on popular children’s books. The animations help children follow along with the text and build their understanding of story structure and narrative language.
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