By Jonathan Strange
For a Year 7 child who rarely chooses to read, start with their interests and the experience of reading the first pages. A book that feels inviting is a better starting point than a long list selected only for challenge. No single title suits every reader.
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Find a starting point for reading
Interest
Would your child choose this subject or story? Let them compare a few options.
Access
Try a sample together. Notice whether vocabulary or sentence length interrupts understanding.
Enjoyment
Ask what makes them want to read on. Agree on a manageable next section.
Find out what is getting in the way
Ask a specific question: “Is it hard to find a story you like, follow the words, remember what happened, or find time to start?” These are different problems. If reading itself is persistently difficult, talk to the school about the support needed; a new recommendation alone may not resolve it.
Let your child choose between a small number of options. Fiction, non-fiction, graphic novels and listening alongside a printed text can all provide starting points for a conversation about reading.
Three starting points from our reading list
For an interest in mythology and adventure
The Lightning Thief by Rick Riordan combines a contemporary adventure with Greek mythology. It may appeal to a child already interested in gods, monsters or quests. Sample the opening together: an appealing subject does not guarantee that the vocabulary or length will feel manageable.
For an interest in mysteries and unusual connections
Holes by Louis Sachar gives readers connections to uncover as its story develops. Try asking, “What do you think is important here?” rather than testing recall after every page. It includes harsh treatment, injustice and historical racism, so consider themes as well as reading fluency.
For shorter, unusual school stories
Sideways Stories from Wayside School by Louis Sachar offers an absurd school setting and shorter episodes. It may be a starting point for someone put off by a long continuous story. Some Year 7 readers may find it too young for their tastes; let their response guide you.
These are options to try, not a ranked list or a claim that every reluctant reader will enjoy them. Find these authors in our levelled reading list, which links to purchase options. A library copy is also a useful way to test interest before buying.
Match the starting point to the reason your child avoids reading
“I don’t like reading” can cover several different experiences. Before choosing another book, ask what happens when your child tries. Do they lose interest in the opening, struggle to follow sentences, or look at the length and decide it is too much?
“Nothing happens at the beginning.”
Compare a few openings and let your child choose which raises a question they want answered. An adventure premise may appeal, but so might an unusual voice, an argument or a surprising fact. Ask what caught their attention rather than defending a book you enjoyed.
“It is too long.”
Look at chapter length, page layout and the size of the next reading goal. A shorter episode or a manageable stopping point may feel more approachable than a commitment to finish a whole novel. This is one reason the shorter episodes in Sideways Stories from Wayside School may be worth sampling, while still checking whether the humour feels right for your child.
“I keep losing track.”
Read a short section together and ask what they think has happened. If the vocabulary, sentences or changes of viewpoint are creating difficulty, choose an accessible starting point and discuss the difficulty with their English teacher. A more fashionable or more demanding book is not automatically the answer.
Use a sample before committing
- Choose the premise: offer a small number of genuinely different options.
- Try the opening: read a short sample independently or together.
- Notice the response: ask what stood out and whether they want to know what happens next.
- Check access: discuss any language or confusing detail that interrupted understanding.
- Decide together: continue, try a different format or choose another book.
A useful response is more specific than “good” or “boring”. Try: “I liked the mystery, but there were too many names to remember.” That gives you something concrete to look for in the next choice.
A short example: make discussion feel like a conversation
Here is an original mini-opening to try. It is not an extract from any of the recommended books.
Someone had moved the blue chair again. Every morning, Ellis pushed it beneath the kitchen table. Every evening, it stood beside the locked cellar door. Tonight, a coat lay across its back. The coat was still wet.
Rather than asking for a list of literary techniques, begin with one question: “Which detail makes you want to read on?”
Your child might choose the locked door, the repeated movement or the wet coat. Ask why. The coat suggests something has happened recently; the repeated movement suggests a pattern; the locked door raises a question about access. More than one response can be supported.
Then offer your own thought: “I want to know whether Ellis is alone in the house.” Invite a prediction, but leave room for uncertainty. The aim is to share curiosity about what the writing is doing.
Keep the next step small enough to begin
Once a sample catches their interest, agree on a manageable section and a natural stopping point. Ask whether they would prefer to read alone, take turns or listen while following the printed text. Use the response to understand what helps them engage.
At the next conversation, ask one genuine question: “Which character would you trust?” or “What surprised you?” Share your own answer too. Avoid making every reading session a worksheet.
If a word blocks the meaning, explore it briefly in its sentence and then return to the story. Our vocabulary-in-context guide offers examples of this habit; the approach can still be useful after the 11+, even though that guide’s exam focus is different.
When should you ask school for more support?
If your child enjoys a story when it is read aloud but regularly struggles to follow it alone, tell their teacher what you have noticed. Give a specific example of the difficulty rather than simply saying they are a reluctant reader. Keep enjoyment and the need for reading support in view together.
Do graphic novels or non-fiction count?
They can be useful reading choices. Pay attention to interest, understanding and how your child engages with the text. Check school reading requirements separately, rather than treating every book read for pleasure as an exam assignment.
Should we insist on finishing a book?
Discuss why your child wants to stop. A confusing passage may need support; a poor match may call for a different choice. For reading outside set schoolwork, changing books can be part of finding a better starting point.
A next step for KS3 English
Once a book catches their interest, look for a related author, theme or format. Keep the next choice flexible rather than automatically increasing difficulty.
For help with comprehension and school writing, explore our KS3 programme and English tuition. You can enquire about support for your child.