Every child learns at their own pace. But as literacy becomes more central to classroom success and everyday life, many parents start to wonder: Is my child just progressing slowly, or is there something more going on? Knowing when to consider extra support can make a real difference in outcomes. Early identification and help can prevent frustration, boost confidence, and strengthen essential reading skills.
It’s important to know that struggling with reading doesn’t always mean a child has a learning disability. Many children have learning difficulties that stem from gaps in foundational skills, limited practice, or instruction that hasn’t matched their needs. These children often improve significantly with the right support and evidence-based teaching.
A learning disability, however, refers to ongoing difficulties that persist even after solid instruction and support. These challenges are often rooted in how the brain processes information and require specialized assessment and intervention.
Some challenges are typical at certain ages, but persistent difficulties - especially once reading becomes more demanding - can signal the need for support. Look out for:
Trouble with decoding and phonics
Struggles to sound out new words or frequently guesses words rather than decoding them.
Reads slowly and with great effort, even familiar text.
Difficulty with sight words or spelling
Has trouble remembering high-frequency words, or spells the same word inconsistently across tasks.
Avoidance or anxiety around reading
Consistently resists reading tasks or becomes upset and frustrated when asked to read aloud.
Reading sounds fluent, but comprehension is weak
Can read words out loud but doesn’t seem to grasp or recall what they’ve read.
Middle and upper elementary students might read decently but still struggle to answer questions about the text.
Slow progress despite support
Little improvement even with extra practice at home or in school.
If these issues are persistent and impact school performance, it’s worth paying attention, not just hoping they’ll “grow out of it.”
Talk with their teacher
Teachers observe reading skills regularly and can share where your child stands academically. They may also already have ideas about strategies or interventions.
Look at the type of support your child is getting
Effective instruction is explicit, systematic, and cumulative - building skills step by step. Sometimes children just need structured practice in areas like phonemic awareness, decoding, and vocabulary.
Consider professional assessment if needed
If progress stalls despite good instruction and support, a speech-language pathologist or educational psychologist can assess whether there’s a learning disability such as dyslexia or other processing challenges.
Helping your child at home doesn’t have to be overwhelming:
Make reading positive and regular. Set aside a stress-free reading time. Even 10–15 minutes daily can make a difference.
Read together and discuss content. Ask questions about what happened in the story, what characters might be thinking, or what might happen next.
Use audiobooks alongside text. Listening while following along can strengthen comprehension and fluency.
Celebrate wins - big and small. Confidence matters as much as skill!
You don’t need to wait for a formal diagnosis to act. If your child’s challenges are persistent, cause anxiety, or impact performance, seeking support sooner rather than later can make a real difference. Early intervention leads to stronger outcomes both academically and emotionally.
Helping children with reading struggles is a journey, not a quick fix. With awareness, support, and the right tools, you can empower your child to become a confident, capable reader — at every stage of their learning.
Want to learn more about Readable English? Explore our parent page or contact us to see how we can help your child achieve reading success.