What Should You Ask When Your Child Is Struggling With Reading?
Well, it’s that time of year again! Parent-teacher conferences are just around the corner, and perhaps there’s a little anxiety in the air. If you have concerns about your child’s reading, you may be wondering what the teacher will share or what questions you should ask. It’s perfectly understandable to feel a little nervous when you want so much for your child to succeed.
I’d like to offer a few simple suggestions to help you feel more comfortable and confident as you prepare for your conference. If your child is finding reading challenging, a little preparation can go a long way toward making the conversation more productive and reassuring. My hope is that these tips will help you feel ready to ask questions, share your concerns, and work together with your child’s teacher to support your young reader.
1. What Should My Child Be Able to Do?
One thing that may surprise parents is how much reading ability can vary within a single elementary classroom. In a first-grade classroom, for example, some children may still be learning to sound out simple words, while others are already reading longer books independently.
That doesn’t mean every child needs to be reading chapter books in first grade. Children develop at different rates. However, it is important to understand whether your child is developing the foundational reading skills expected at this stage of school. The primary grades are a critical time for building these skills, and when a child is having difficulty, early support can make an important difference.
Rather than asking only, “Is my child on grade level?” consider asking, “What should a child in my child’s grade be able to do independently as a reader, and which of those skills can my child do?”
2. Ask Specific Questions About Reading, Spelling, and Writing
Sometimes, a general answer such as “She’s doing okay” doesn’t tell you enough about your child’s progress. Asking specific questions can help you better understand your child’s strengths and the areas where additional support may be needed.
Here are a few questions you might ask:
Can my child decode unfamiliar words independently?
How is my child doing with reading fluency and comprehension?
How is my child doing with spelling and spelling patterns?
Can my child express ideas in writing independently?
Are there particular reading or writing skills that seem more difficult for my child?
3. Make Sure You Understand the Expectations at Home
Parents can support classroom learning more effectively when they understand what is expected at home. Before leaving the conference, make sure you have a clear picture of the routines for reading, spelling, homework, and writing.
You might ask:
How often should my child be reading at home?
Should I listen to my child read aloud?
Are there weekly spelling words or spelling tests?
Are there specific skills, spelling patterns, or vocabulary words we should practice?
Is there a reading log or another way to track reading?
What homework or writing routines should we be following?
The goal isn’t to turn home into another classroom. It’s to create a consistent routine that supports your child’s learning without adding unnecessary stress or frustration.
4. Ask What Support Is Already Being Provided
If your child is struggling with reading, it is helpful to understand what support is available at school and how the teacher is monitoring progress. This information can help you understand what is already being done and whether additional steps may be needed.
Consider asking:
What specific reading skills are being targeted?
Is my child receiving additional reading support or intervention?
How often is that support provided?
How is my child’s progress being measured?
How will we know if the current instruction is helping?
5. When Might Additional Support Be Worth Considering?
Not every child who struggles with reading needs outside tutoring. However, if difficulties persist despite classroom instruction, school-based intervention, and consistent practice at home, it may be worth exploring additional support.
This is especially important if your child continues to have difficulty with foundational reading skills, decoding unfamiliar words, spelling patterns, or written language, or if progress remains limited despite the support being provided.
For children who need additional help with foundational literacy, individualized structured literacy instruction can provide explicit, systematic, and cumulative practice in the skills they need to develop. The goal is to identify the areas of difficulty and provide instruction that addresses those needs.
A Parent-Teacher Conference Is
an Opportunity to Learn
You don’t have to walk into a parent-teacher conference feeling that you need to have everything figured out. Especially early in the school year, your child’s teacher may still be getting to know your child’s strengths and needs, and there may not be answers to every question yet.
If you have concerns about your child’s reading progress, coming prepared with a few questions can help you make the most of your time together. Remember, you and your child’s teacher share an important goal: helping your child learn and grow.
My hope is that you leave the conference with a clearer understanding of your child’s reading development, what is expected at this stage, and whether there are any next steps to consider.
Every child deserves instruction that meets them where they are and helps them move forward.
Ready to Learn More?
If you're concerned about your child's reading, spelling, or written language skills, I'd be happy to talk with you. Together, we can discuss your child's needs and determine the next best steps.
