why does my child struggle with reading?

"Phonological and Phonemic Awareness is the foundation upon which all the other layers of literacy are built and, unless it is solid, the other layers will most definitely suffer, and the student will struggle to read."  - Orton Gillingham Academy

As a mom, I've seen firsthand how challenging reading can be for my child. It's not an easy question to answer, as there are many factors that could contribute to why a child struggles with reading. Each child's situation is unique and depends on various elements, including their literacy environment, motivation and interest, as well as individual learning needs.

For instance, my intelligent child often felt frustrated, embarrassed, and even"stupid" because she struggled to keep up with her peers in reading and writing, despite trying hard. This experience can lead to low self-esteem and anxiety about schoolwork; children may also feel isolated and misunderstood if their difficulties aren't recognized or supported properly.

Here are five factors at play for why your child may be struggling:

1. READING IS NOT AN INNATE SKILL

Firstly, it's important to understand that reading is not a natural ability; it does not come instinctively to us like oral language does. While we are born with the capacity to learn and understand spoken language, reading is a learned skill that requires instruction and practice.

You may have heard the notion that many words in English are nonsensical, leading to the belief that memorization is the only way to learn how to spell them. However, this is not entirely accurate. In fact, approximately 84% of English words are phonetic, meaning they adhere to predictable sound-spelling patterns.

While some children may seem to pick up reading effortlessly, the reality is that most students require explicit instruction in decoding words. This includes teaching them the 48 sounds and 89 phonograms in the English language and how these sounds interact in words depending on their location and the influences of the surrounding letters.

By focusing on these foundational skills, we can help children develop the confidence and ability they need to read successfully. Understanding that reading is a learned skill can shift our approach to teaching it, emphasizing the importance of structured support and practice.

2. LACK OF PROPER INSTRUCTON

A significant reason many students struggle with reading is the absence of direct phonics and phoneme segmentation and sequencing instruction. Many children are never taught the underlying principles—the "why"—behind reading and spelling.

During my beginning years as a teacher, I encountered numerous students who arrived with minimal foundational reading skills. To my surprise, I realized that my university education had not adequately prepared me for teaching children how to read. This has been the case for many teachers: until recently, the Science of Reading—an essential framework that examines how the brain learns to read —was largely absent from teacher training programs.

Additionally, many parents and educators grew up during a time when the whole language approach dominated reading instruction. This method emphasizes memorizing entire words rather than teaching the foundational skills needed to decode them. Unfortunately, research has shown that this approach is ineffective for most learners.

Children must understand the rules and patterns that govern how letters and sounds work together. Without this foundational knowledge, reading becomes an uphill battle, leaving many children feeling lost and frustrated.

By shifting our focus to phonological awareness training and explicit systematic synthetic phonics, we can better equip students with the tools they need to succeed in reading.

3. LACK OF INDIVIDUALIZED SUPPORT

Each child's learning needs are unique, and that's one of the beautiful aspects of being human! However, in a classroom with 20 or more students, there is often little opportunity for one-on-one time with a teacher.

Teachers are tasked with managing a diverse group of students, each with their own distinct needs. In most cases, instruction is delivered in large or small groups, which means that teachers must tailor their lessons to accommodate the collective needs of the whole class. Unfortunately, this approach often overlooks the individual requirements of struggling students, leading to frustration for both teachers and learners. Having spent years in the classroom, I know how disheartening it can be to feel unable to provide every child with the personalized support they deserve.

Even when your child receives intervention services, these are typically delivered in small groups of 3 to 6 students. While working with a smaller group might seem beneficial, it's important to note that even in these settings, the students can have completely different needs.

In order to truly support students, there needs to be a focus on individualized instruction that recognizes and caters to each child's unique learning profile. By doing so, we can create a more supportive and effective learning environment.

4. LEARNING DISABILITIES (DYSLEXIA, DYSGRAHIA, & DYscalculia)

Under the umbrella of learning disabilities, many disbilities are categorized as one of three types: dyslexia, dysgraphia, and dyscalculia.

Dyslexia is a language processing disorder that affects reading, writing, and comprehension skills. Children with dyslexia often struggle with decoding words and may have difficulty with phonemic awareness, which involves identifying the individual sounds within words. Many individuals with dyslexia go undiagnosed for years, leading to ongoing challenges in reading, grammar, reading comprehension, and other language-related skills. It is recognized that dyslexia is neurologically based, but that its treatment must be educational. Phoneme-grapheme associations and the proper sequencing of written and auditory symbols require extensive practice and review until the skills become automatic. This automaticity allows students to focus on comprehension rather than decoding.

Dysgraphia affects a person's ability to convert their thoughts into written form, whether through writing or drawing. While poor handwriting is a common characteristic, it is just one of many symptoms. Individuals with dysgraphia may find it challenging to express their thoughts in writing due to difficulties with spelling, grammar, vocabulary, critical thinking, and memory. This can manifest as trouble with letter spacing, poor motor planning, spatial awareness, and the ability to think and write simultaneously. Slingerland handwriting is one treatment that helps the student who fails to remember letter shapes upon the absence of the visual stimulus.

Dyscalculia involves learning disabilities specifically related to mathematics. Individuals with dyscalculia may struggle with understanding math concepts, working with numbers, and reasoning through mathematical problems. Sometimes referred to as "math dyslexia," those affected may find it difficult to read clocks, count money, recognize patterns, remember math facts, and perform mental calculations.

Research indicates that approximately 50% to 60% of children diagnosed with dyscalculia also have dyslexia, highlighting a significant overlap between these two learning disabilities Additionally, about 75% of individuals with Attention-Deficit/Hyperactivity Disorder (ADHD) also have at least one additional diagnosis, frequently including dyslexia and/or dyscalculia.

This underscores the importance of comprehensive assessment and intervention strategies for children facing these challenges.

Understanding these types of learning disabilities can help in recognizing the specific challenges individuals face, allowing for targeted support and intervention strategies tailored to their unique needs.

5. ATTENTION DEFICIT HYPERACTIVITY DISORDER

   (ADHD / ADD) & AUTISM SPECTRUM DISORDER (ASD)

Understanding learning disorders is crucial for recognizing the diverse learning needs of individuals and developing effective strategies to support them. Many people with Attention-Deficit/Hyperactivity Disorder (ADHD / ADD) and Autism Spectrum Disorder (ASD) often have coexisting conditions, including various learning disabilities. By gaining knowledge about neurodiversity and the unique learning differences among individuals, we can offer more inclusive, empathetic, and effective support. This understanding allows us to create environments where everyone can thrive and reach their full potential. Evidence-based instruction is used to strengthen the sensory-cognitive functions needed for reading and comprehension. Using imagery, segmenting and speech, as well as kinesthetic and tactile methodology, students develop their skills while building confidence and overcoming learning loss. These teqniques are proven successful for individuals with ADHD / ADD, autism spectrum and dyslexia and will impact powerfully on the child with these differences.

Understanding the various factors that contribute to a child's reading struggles is essential for fostering their academic success. Our tutors are trained teachers certified in the scientific and systematic Remediation Plus System. By recognizing the importance of phonological awareness, individualized instruction, and the impact of learning disabilities, we can create a more supportive learning environment that empowers every child to become a confident and proficient reader.

Have you noticed your child facing challenges in reading? If so, it’s time to take action! I encourage you to visit our website, foundations-academy.ca, where you can explore our comprehensive tutoring sessions designed to help children improve their reading skills.

Additionally, be sure to check out my next blog titled "Reading Intervention: Five Theories of Reading Research." In this article, we will delve deeper into effective evidence based theories that will empower your child to become a confident and proficient reader.

Let’s work together to unlock your child's full potential in reading!

“The more that you read, the more things you will know. The more that you learn, the more places you’ll go.” - Dr. Seuss