Understanding Why Some Children Struggle With Reading

Reading difficulties can stem from a wide range of causes — differences in phonological awareness (the ability to hear and manipulate individual sounds in words), working memory challenges, limited exposure to print, or conditions such as dyslexia. Understanding the root cause matters because it shapes which strategies are most likely to help.

It's important to recognize that struggling with reading is not a sign of low intelligence. Many children with reading difficulties are highly capable in other areas. As explored in why children learn differently, cognitive variation is normal — and adapting support to a child's specific profile is far more effective than applying a one-size-fits-all approach.

If a child's difficulties are persistent and significant, speaking with a school specialist or educational psychologist is a worthwhile step. Early identification tends to lead to better outcomes.

Evidence-Based Practices That Build Reading Skills

Research in reading science consistently points to a set of instructional approaches that benefit struggling readers. The following practices reflect that evidence base and can be applied by both parents and educators.

1

Use systematic phonics instruction as the foundation for decoding support.

Decades of reading research — including large-scale reviews like the National Reading Panel report — consistently identify explicit phonics instruction as highly effective for children who struggle to decode words. It teaches children the reliable relationship between letters and sounds rather than relying on memorisation alone.

Example: A parent works through short daily phonics drills using letter-sound cards, focusing on one pattern at a time (e.g., the 'sh' blend) before moving to the next.
2

Read aloud to the child regularly, even when they can read independently.

Hearing fluent, expressive reading models how written language sounds and builds vocabulary and comprehension at a level above the child's current independent reading ability. It also keeps reading enjoyable and social.

Example: A caregiver reads a chapter from an age-appropriate novel each evening, occasionally pausing to discuss what's happening or ask what the child predicts will happen next.
3

Provide decodable books matched to the child's current phonics level.

When a child encounters too many unknown words, reading becomes an exercise in guessing rather than decoding. Books calibrated to a child's current skill level allow them to practice applying what they know, building fluency and confidence.

Example: A teacher sends home a selection of short decodable readers that focus exclusively on consonant-vowel-consonant words while the child consolidates that pattern.
4

Offer specific, positive feedback rather than general praise.

Vague praise like 'good job' has limited impact on motivation and skill development. Specific feedback helps children understand what they did well and why it matters, reinforcing effective strategies rather than just performance outcomes.

Example: Instead of saying 'Well done,' a parent says, 'I noticed you went back and re-read that sentence when it didn't make sense — that's exactly what strong readers do.'
5

Allow the child to choose some reading material based on genuine interest.

Intrinsic motivation significantly affects reading persistence. When children read about topics they care about — even if the format is comics, nonfiction, or magazines — they engage more deeply and read more frequently.

Example: A child who loves dinosaurs is given age-appropriate nonfiction books about prehistoric life, increasing the likelihood they'll voluntarily pick up a book during free time.

~1 in 5

Children with significant reading difficulties

Estimates from literacy research organisations suggest approximately one in five school-age children experiences some degree of reading difficulty, including dyslexia.

5–10 min

Daily reading practice shown to build fluency

Reading research indicates that even short, consistent daily practice — as little as five to ten minutes — contributes meaningfully to fluency development in early readers.

Building Confidence Through Routine and Environment

Skill-building techniques work best when a child feels emotionally safe and intrinsically motivated. Shame and anxiety around reading can become self-reinforcing barriers. Creating low-pressure routines — short, consistent sessions rather than long, stressful ones — helps children associate reading with calm rather than failure.

high Set a 10-minute shared reading session each day at the same time — predictability reduces resistance and builds habit.
medium Visit your local library with the child and let them choose two or three books based purely on their own interest, without guidance on level.
medium Leave reading material in visible, accessible places around the home — on the kitchen table, beside the bed, or near the sofa — to normalise reading as a daily activity.
high Model reading yourself in front of your child, even briefly — children are more likely to read when they see adults treating it as a normal, valued activity.

For ideas on structuring home learning sessions, structured vs. child-led learning at home offers useful guidance on balancing direction and autonomy. Pairing reading practice with habit-building techniques, as outlined in building a study habit that actually sticks, can also make practice feel less like a chore.

Children who feel supported — rather than evaluated — are more likely to persist through difficulty. Celebrating small wins genuinely matters.

Working With Teachers and Specialists

Parents and educators are most effective when they work together. If your child is receiving reading support at school, ask their teacher what strategies are being used so you can reinforce — not contradict — the same approaches at home. Consistency across settings is one of the strongest predictors of progress.

Talking to teachers effectively is a skill in itself. Going into meetings with specific observations ("She skips words when she reads aloud" or "He avoids books he hasn't heard before") is more productive than general concerns. Ask for concrete, take-home guidance you can act on.

If reading difficulties co-occur with challenges in other academic areas, it may be worth exploring whether an assessment for a learning difference is appropriate. This is a conversation for qualified education or health professionals — not something to diagnose independently.

This article provides general educational information only and is not a substitute for advice from a qualified educational professional or specialist. If you are concerned about a child's development, please seek guidance from a trained professional.