Is Your Child Learning to Read the Right Way?

Learning to Read Isn’t as Simple as It Looks

I remember sitting in one of my first classes while studying to become a reading specialist. My professor asked a question:

“How many of you remember learning how to read?”

I thought about it. And the truth was, I didn’t remember.

I remembered bedtime stories, books in school, and spelling tests. But I couldn’t explain how I had learned to read.

For me, it seemed to happen naturally.

But here’s what I learned: Reading is not a skill children are born knowing how to do. It must be taught.

Some children learn to read with little trouble. Others need much more support. But every child deserves reading instruction based on what research tells us about how reading develops.

So how can you tell whether your child’s school is teaching reading well?

What Does Good Reading Instruction Look Like?

One approach supported by reading research is called Structured Literacy.

Structured Literacy teaches reading and spelling skills directly, in a clear order. Children learn simple skills first and build on them as they grow.

A strong reading program should include several important parts.

1. Learning How Sounds Work

Before children can read words, they need to understand that spoken words are made of sounds.

For example, the word cat has three sounds: /k/ /a/ /t/.

Children learn to hear these sounds, put them together, and take words apart.

This is called phonemic awareness.

2. Connecting Sounds to Letters

Next comes phonics.

Phonics teaches children how letters represent sounds.

For example, children learn that the letter m represents the /m/ sound. They use this knowledge to sound out words instead of guessing.

Good phonics instruction follows a clear plan. Each new skill builds on what the child already knows.

3. Practicing With Books They Can Read

Children need opportunities to use the phonics skills they’ve learned.

That’s where decodable books come in.

These books contain words that mostly follow the letter-sound patterns children have already been taught.

They give children a chance to practice reading words rather than guessing from pictures or the first letter.

And yes, you should still read wonderful stories aloud to your child! Listening to books helps build vocabulary, knowledge, and a love of reading.

4. Building Language and Understanding

Reading isn’t just about sounding out words. It’s also about understanding them.

Children need to learn new words, discuss ideas, and understand how sentences and stories work.

Talking with your child, asking questions, and reading aloud all help build these skills.

5. Learning to Spell and Write

Reading and spelling work together.

Children should practice using the sounds and spelling patterns they learn in both reading and writing.

Good instruction also teaches sentence structure, grammar, and how to share ideas clearly.

6. Checking Progress

How do teachers know whether reading instruction is working?

They assess students.

Schools should check reading skills regularly and provide extra support when children are not making enough progress.

And here’s something important: Extra reading time isn’t always the same as reading intervention.

A child who struggles to sound out words needs instruction that directly teaches those skills, not simply more time practicing difficult books.

Signs Your Child May Need Extra Help

Some signs of reading difficulty include:

• Trouble learning letter names and sounds.
• Difficulty putting sounds together to make words.
• Guessing words based on pictures.
• Slow or difficult reading.
• Avoiding reading or becoming upset during reading tasks.
• Difficulty understanding what they’ve read.

One sign alone doesn’t mean your child has dyslexia or another reading disability. But ongoing struggles deserve attention.

You don’t need to wait until your child is far behind to ask for help.

Questions to Ask Your Child’s School

You don’t need to be a reading expert to ask good questions.

Start with these:

1. How is my child being taught phonics and spelling?
2. Does the reading program follow a clear order of skills?
3. How often are my child’s reading skills checked?
4. What happens if my child isn’t making progress?
5. What extra support is available, and how will we know if it’s working?

Remember that teachers don’t always choose the reading programs their schools use.

Many educators work hard to support students while following a curriculum chosen by their school or district.

The goal isn’t to blame teachers. It’s to work together to make sure children receive the instruction they need.

Every Child Deserves the Chance to Read

Throughout my career, I’ve worked with children who struggled to believe they could become readers.

Some arrived eager to learn. Others had spent years feeling frustrated or embarrassed.

But with the right instruction and support, I’ve watched children begin to recognize words, read sentences, and discover meaning in stories.

Those moments matter.

Reading is more than a school subject. It gives children access to information, ideas, stories, and opportunities.

At TriPoint Autism & Literacy Education Services (TALES), we help families understand their children’s reading needs and find a path forward.

Through dyslexia and literacy consultation, reading assessments, and structured literacy intervention, we work to help children develop the skills and confidence they need.

Have questions about your child’s reading development or the instruction they’re receiving?

Contact TriPoint to learn more about our literacy consultation and reading intervention services.