Early reading struggles are common — and often misunderstood.
The Science of Reading helps both parents and teachers understand why these challenges occur and how to respond effectively.
1. Reading Is Slow and Challenging
Children may sound out every word and become tired or frustrated when reading.
What research tells us:
Fluent reading depends on automatic decoding. When decoding skills are not secure, reading requires significant mental effort, leaving little energy for comprehension or enjoyment.
2. Guessing Words Instead of Decoding
Children may rely on pictures, context, or the first letter of a word.
What research tells us:
The Science of Reading shows that guessing strategies do not lead to skilled reading. Accurate decoding is essential for long-term reading success.
3. Avoiding Reading or Strong Emotions When Asked to Read
Some children resist reading or become frustrated or emotional when asked to read.
What research tells us:
Repeated difficulty leads to avoidance. This is the child’s response to cognitive overload, not laziness or defiance.
4. Difficulty Remembering Words
Children may forget words they have already practiced. They may have read the word in a sentence correctly and then two sentences the same word brings them to a stop.
What research tells us:
Repeated, structured practice helps move words into long-term memory, supporting fluency and confidence.
5. Low Confidence and Negative Self-Talk
Children may say:
- “I’m bad at reading.”
- “I can’t do this.”
What research tells us:
Confidence and motivation are deeply connected to success. When children experience repeated failure, engagement decreases.
Why These Struggles Deserve Early Attention
When children receive scaffolded support:
- Decoding improves
- Fluency increases
- Cognitive load decreases
- Comprehension strengthens
- Confidence grows
For teachers, this means prioritizing foundational skills.
For parents, it means knowing when to ask for support.
The Science of Reading is clear:
Early, explicit instruction works.
Reading struggles are not a reflection of intelligence, effort, or parenting.
They are a sign that a child needs instruction aligned with how the brain learns to read — and that instruction makes a difference.
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Happy Learning,
Lynda
