Let's face it, we all need a bit of encouragement from time to time. None more so than those struggling with this reading business - that is, 'emergent readers'. Historically, the odds have been stacked heavily against them. Inappropriate books or unsympathetic individuals have frequently made the task of emerging more difficult, undermining what little confidence there is likely to be. And confidence, as we all know, is the key to improving any skill… but it's often the missing link.

With the Vital Link project's promotion of reading for pleasure to motivate teenage and adult basic skills students, it might well be worth re-stating the obvious. There are two vital links in improving a person's reading: good books and good support. By good books I mean appropriate content, non-patronising style and the right level of readability. By good support, I mean sympathetic and inspiring teachers, mentors and 'reading buddies'. Both links, in my view, are not only vital - they are of equal importance. However, they are not necessarily easy to get right if pieces in the chain are missing.

As both a teacher and a writer of short comic plays, stories and non-fiction books for less-confident readers, I know some of the difficulties in matching reader to text.
I would suggest there are some key ingredients:

• appropriate design - cover designs make a difference and 'easier books' need to look like proper books rather than cheap, childish imitations. The design should be non-condescending.

• interest level - page-turning plots must ensure the reader's motivation is maintained from start to finish. In fiction, horror, mystery and suspense continue to be key ingredients; in non-fiction, plenty of visual stimulus with many bite-sized 'cool facts' can work a treat.

• readability level - short sentences and chapters help readers move swiftly and gain a real sense of achievement. The text needs controlled vocabulary and syntax, appropriately matched to the reader's reading level. This is an inexact science, but a useful gauge for this is the SMOG formula. The size, density and style of print also need consideration: the de-coding process of reading can be a strain on the eyes, as much as on anything else.

Like learning to play the piano, acquiring reading skills usually depends upon having just the right mentor; someone to keep you going, play the tunes, sing along and applaud regularly. Reading shared is the struggle halved, whether it's an understanding tutor or an effective peer acting as a 'reading buddy'. I use short plays with students, as play-reading is a social activity; fun and non-threatening (see the Spirals plays published by Nelson Thornes).

Thankfully, there are now many good short stories around that fulfil the criteria. The latest titles in Hodder's Livewire series - www.madaboutbooks.com - and Evans Books' Shades series - www.evansbooks.co.uk - are worth a look. Alternatively, Raintree's colourful non-fiction titles cover mysteries, true crime, incredible creatures and the painful history of medicine in a lively magazine style - www.heinemann.co.uk/raintree/.

Together, the two vital links of good books and good support can encourage the hesistant reader to confidence and fluency. Many of us have seen the difference this can make to people desperate to read well… and after all, you can't get more vital than that.

What the emergent reader needs

Books can provide six 'IN's and six 'EN's:

As can the supporter or 'reading buddy':

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