Wonder About the Wiggles
Recently, I was working with a student using an Orton-Gillingham-inspired lesson plan.
The student was fidgeting in his chair and appeared distracted and even bored. He was tired, it was hot, and I thought he simply wasn’t paying attention. So, in spite of his behavior, I continued asking him to complete the work.
Then it happened. . .
Out of the blue, he said, “Oh, I get it now!”
And he did. He finally understood what I had been asking him to do, and he was able to complete the task. I was so surprised by his response. All this time, I had thought he wasn’t thinking or engaging in the activity. But he was. He was still trying to figure it out. He simply hadn’t understood what I was asking him to do. He needed more time to process the information.
He simply hadn’t understood what I was asking him to do. He needed more time to process the information.
From the outside, his behavior made it look like he wasn’t focused, interested, or present. In reality, he was still thinking and mentally working through the lesson. This experience reminded me how easily we can make assumptions about what a child is thinking or feeling based on what we see. Sometimes behavior can mask what is actually happening underneath. A child who appears distracted or disengaged may still be listening, thinking, and trying to make sense of what they are being asked to do.
This can be especially important to remember when we are working with students who struggle with reading.
Knowing the answer and being able to get to the answer quickly are two different things.
For a child with reading challenges, reading can take more effort. They may need extra time to look at the letters, figure out the sounds, put the word together, and make sense of what they have read. If we rush them, it can look like they don’t know the answer when, in fact, they may simply need more time to process. We want children to become faster and more automatic readers, and that comes with explicit instruction, practice, and time. But while they are developing those skills, giving them enough time to think and respond can make an important difference.
Every now and then, a student does something that reminds us to stop and reevaluate what we are doing. Is the lesson dictating my teaching, or am I staying aware of the needs of the whole child? Am I feeling pressure to accomplish a specific task, or am I staying present enough to notice what the child is telling me?
That day, my student reminded me that what looks like disengagement may actually be a child working hard to understand. The lesson was appropriate, but he needed more time to process what he had been taught.
Sometimes, giving a child the time they need is what allows them to show what they know.
A Note from Kathryn
Thank you for spending a few minutes with me today.
After more than 30 years in education, I'm still inspired by the resilience of children and the dedication of the families who support them. I've seen firsthand that when children receive the right instruction, encouragement, and patience, meaningful growth is possible.
If your child is struggling with reading or you're wondering how best to support them this school year, I hope you'll remember that last year's challenges do not define this year's possibilities.
Warmly,
Kathryn Stewart
Founder, South Bay Reading and Literacy
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.
