Reading difficulties

Reading is a complex skill. Many children learn to read easily, but some have a hard time. As an educator, you can make a difference by knowing how to identify students who are struggling.

Students with reading difficulties have trouble recognizing and working with the sounds in language. This makes it hard for them to sound out words and read quickly, which can impact their school performance and self-esteem.

These problems are not because of low intelligence, lack of effort, or poor education. They are also not caused by vision or hearing problems. Instead, they may come from differences in how the brain processes language. Students who struggle with reading may need extra help and special teaching methods.

What is typical?

Reading is a skill that students develop over time. Here’s what you might expect to see at different ages:

• By age 3: Students can usually say the alphabet and sing an “alphabet song.”
• Between ages 3 and 4: Students start to recognize letters.
• From 4 to 5 years old: Students begin to match letters with their sounds.
• By age 5: Most students can read words they see often.
• Between 6 and 7 years old: Students can read stories they know well.
• From 7 to 8 years old: Students start reading longer books on their own.
• By age 8: Students usually understand the meaning of what they read.

When should I be concerned?

There are several signs that a student may be having reading difficulties. These signs can be different based on the student’s age.

For younger students (ages 6-7):

• Delayed speech: Starts speaking later and learns new words slowly.
• Trouble with rhymes: Struggles with rhyming games and nursery rhymes.
• Letter recognition: Has a hard time recognizing letters and numbers.
• Learning sequences: Has trouble learning the alphabet or days of the week.
• Following directions: Has difficulty following simple instructions.
• Speech errors: Mixes up sounds or confuses similar-sounding words.
• Disinterest in books: Shows little interest in books or being read to.

For older students (ages 8-10):

• Word reading: Has difficulty reading and sounding out new words.
• Spelling: Often misspells common words.
• Reading comprehension: Struggles to understand or remember what they read.
• Writing: Has messy handwriting or trouble organizing thoughts on paper.
• Slow reading: Reads slowly and may skip words or lines.
• Reading aloud: Avoids reading aloud in class.
• Reading fatigue: Gets tired easily when reading.

Other difficulties might include:

• Trouble with signs and clocks: Has a hard time reading signs, logos, or telling time.
• Learning game rules: Finds it hard to learn and remember rules for games.
• Following multi-step directions: Struggles to follow instructions with several steps.
• Learning new languages: Finds it very difficult to learn another language.
• Frustration with reading: Gets upset or angry when asked to read.
• Putting events in order: Has trouble retelling a story in the correct sequence.
• Low self-esteem: Feels bad about their struggles with reading.

When you see these signs, it is important to talk with the student’s family. Share your observations and suggest they seek an evaluation from a specialist. Avoid labeling the studentand remind caregivers that these difficulties are not a sign of laziness.

What can I do to help?

As a teacher, being patient and supportive is key. Here are some things you can try:

1. Use phonics-based instruction: Teach students to connect letters with sounds to form words.
2. Provide frequent reading practice: Allow students to read books that interest them and are at their level.
3. Use visual aids: Use charts or diagrams to help students understand stories and information.
4. Encourage repeated reading: Have students read the same text multiple times to build reading smoothness and speed.
5. Teach new vocabulary: Teach new words before reading to help students understand the text better.
6. Use peer-to-peer learning: Pair students to read together and help each other.
7. Set clear reading goals: Help students set small, achievable goals and celebrate when they reach them.
8. Praise every improvement: Recognize the student’s effort and progress, even if it’s small. This helps build confidence.

Classroom Support

You can also provide accommodations in the classroom to help your student succeed:

• Allow more timefor reading and writing tasks.
• Offer the option to answer questions orallyinstead of in writing.
• Use adapted textswith larger fonts or shorter sentences. Audiobookscan also be a great help.
• Provide readings aloud, either by you, a peer, or through technology.
• Give clear, short instructionsand repeat them when needed.
• Ensure a quiet spacewith fewer distractions for reading and writing.

These strategies can help students improve their reading skills and build confidence.

Keep notes on the student’s progress to share with the school team and family. Remember to record the strategies that work for each student, as this can guide other teachers in the future.

What kind of professional support can I seek out?

While you are not responsible for seeking professional support for a student, you play a crucial role in guiding caregivers toward the right help. You can suggest they speak with several types of professionals.

A psychopedagoguecan help with learning difficulties, while a speech-language pathologistcan provide support for challenges like dyslexia. A neuropsychologistcan also perform an assessment to better understand the student’s learning processes.

You can also inform families about free support available through the Unified Health System (SUS). Care often begins at the nearest Basic Health Unit (UBS), which can refer them to specialized services. These may include Child and Adolescent Psychosocial Care Centers (CAPS i), Medical and Psychosocial Specialty Centers, and outpatient clinics at university or regional hospitals.

Within the school, you can also propose discussion groups and workshops on the topic with experts. Remember, the sooner a family is guided to the right support, the greater the student’s chances of receiving the care they need to succeed.