Why Whole Class Reading Can Transform Differentiated Learning in Primary Schools

Let’s talk reading. If you’re a teacher, chances are you’ve wrestled with the age-old debate: whole class reading or carousel guided reading? I know I have. Over my years in the classroom, I’ve tried both, but I’m increasingly sold on the idea that whole class reading is not only more effective for differentiated learning but also more enjoyable—for teachers and students. Let me explain why.

The Struggles of Carousel Reading

First, let’s talk carousel reading. On paper, it seems ideal—small groups working at their own level while the teacher delivers tailored support. But in practice? It can feel like herding cats. You’ve got one group hanging on every word while another is sneakily doodling on whiteboards, and yet another is frantically trying to decode the text without a clue what it’s actually about. And that’s before you even mention the planning! Preparing different activities for multiple groups takes hours.

Not to mention, research from the Education Endowment Foundation shows that students often plateau in carousel systems, as they’re frequently grouped by ability. This can limit exposure to high-quality texts and reduce opportunities for lower-attaining readers to rise to the challenge.

Enter Whole Class Reading

Whole class reading flips this on its head. Everyone works on the same text, regardless of ability, which means every child gets exposure to rich, challenging vocabulary and sophisticated ideas. Instead of dividing your time across groups, you’re leading the entire class through discussions, inference activities, and shared discoveries.

And you know what? It works. Studies suggest that struggling readers benefit significantly from hearing fluent reading aloud in a supportive environment. They’re scaffolded by peers’ insights and the teacher’s guidance, which helps close the gap. High-attaining readers, meanwhile, are challenged to think deeper about themes and ideas instead of being parked with a “harder” text.

Differentiation Through Whole Class Reading

Here’s the bit I love: differentiation doesn’t vanish in a whole class approach—it just looks different. Instead of separate texts, you differentiate through questioning. Open-ended questions can stretch confident readers, while simpler retrieval questions help less confident readers find their footing.
For example:

• Stretch question: “Why do you think the author chose that metaphor? How does it link to the theme of loneliness?”
• Support question: “Find and copy the metaphor. What does it mean?”

Another great tool? Sentence starters. When you’re discussing a character’s motives, offering scaffolds like “I think this because…” or “This shows that…” can help less confident readers express their thoughts.

The Positives of Whole Class Reading

So, why does this approach feel so right? Let’s break it down:

1. Less Planning, More Impact
   With whole class reading, you’re focusing on one rich, engaging text. That means less time prepping endless worksheets and more time digging into why the author chose that brilliant cliff hanger or how a word creates suspense.
2. Collaborative Learning
   There’s a real buzz when the whole class is on the same journey through a story. Everyone contributes insights, and those “aha!” moments are shared. Even reluctant readers feel part of the conversation.
3. Building Vocabulary
   Here’s a statistic to chew on: according to Oxford Language Report, a child with a limited vocabulary at five years old is four times more likely to struggle with reading by age 11. Whole class reading exposes all pupils to ambitious language, with time to discuss and demystify tricky words together.
4. Inclusive and Aspirational
   It sends a powerful message: “We’re all capable of accessing great literature.” This inclusive mindset builds confidence, especially for pupils who might otherwise feel relegated to the “lower group.”

Real-Life Impact

I’ll admit, I was nervous when I first switched to whole class reading. But the change has been transformative. My class’s discussions are richer, my planning time is shorter, and (here’s the biggie) my lower-attaining readers are thriving.

One of my favourite moments? A child who used to struggle with comprehension questions raised his hand during a discussion about The Iron Man. He said, “I think the author describes the crash this way to show how powerful the Iron Man is.” The pride on his face—and mine—was priceless.

Final Thoughts

Whole class reading isn’t just about reading together. It’s about creating a community of readers, where everyone feels supported and challenged. Sure, carousel reading has its merits, but for me, the whole class approach is the way forward. It’s inclusive, time-efficient, and—most importantly—helps every child feel they belong in the world of books.

If you haven’t tried it yet, why not give it a go? Your class might just surprise you.