Help! I think my child is a poor reader!

What are the causes of reading difficulties?

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I know from speaking with several parents who have asked this very question, that at the heart of the question is "Have I done something wrong because my child has trouble reading?"

Honestly, I share that each child has their own abilities to learn language both verbal and written. It is all about the learning pathway! What can cause a setback in learning to read?

The lack of rich language exposure can cause a setback in learning to read. Conversation with a preschooler with exposure to reading picture books, and the rhythmic language where a child can learn to read along with the adult, sets a strong foundation for written text. Another cause may be a biological risk factor where family members are neurologically wired for language differently, especially in comparison to how traditional instruction teaches reading. This mismatch between the wiring for reading and the phonetic-based instruction in classes can cause a setback in learning to read.

How do you diagnose a reading problem?

​Current research shows at least one in five children demonstrate reading difficulties. If identified before third grade, direct instruction interventions can make a significant difference and children can and do become proficient readers. However, if a child is not identified until well after third grade, lower reading achievement is likely into middle and high school. Poor reading skills can transfer to other areas such as writing. The key is early identification and intervention strategies. What are the warning signs of a reading problem that may need a specialist for further testing?

What are the warning signs of a reading problem?

• History of speech and language difficulties
• A shorter attention span for reading and/or writing tasks or a strong dislike of reading/writing tasks
• Writing is extremely time-consuming and the end result is hard for the child to read as well as anyone else. Remembering what the child wanted to write is difficult because by the time a few words have been written, the thought can be lost.
• Writing is disjointed in the flow of ideas and thoughts. Sentence fragments are evident after first grade.
• After first grade, the child continues reversing letters and/or the sequence of letters forming a word.
• Reading is not fluent but very laborsome. The child often loses the meaning of the text because he/she is working so hard on figuring out each word. Comprehending what was read is very difficult.
• Difficulty in awareness of sounds and the manipulation of sound parts of a word, known as phonemic awareness. This difficulty is still evident after first grade.

What are the solutions?

Early identification of a reading difficulty or diagnosed disability is so very important. But, if identification is later, there are instructional strategies that make a dynamic difference in reading abilities, comprehension, writing and maybe the most important for older children, confidence.

Finding a highly trained tutor who uses intervention strategies that work is a great first step. These strategies are transferrable to the classroom. Interventions such as learning the structure of words and the phonetic connection to word structure really work. Children realize that the English language follows a predictable structure and pattern that directly connects to the meaning of the words. Writing makes sense. Reading makes sense. It clicks!

Continue those strategies together at home. Building confidence and transferring skills is so important.