How to Talk to Your Child's Teacher About Reading Struggles

Reading difficulties can appear as slow progress, frequent mistakes, avoidance of books, fatigue during reading, or poor understanding of what was read. Children may have decoding, spelling, fluency, vocabulary, or comprehension gaps while appearing tired or disengaged in class. Identifying the skill involved helps adults discuss learning rather than behaviour.

A productive conversation with your child’s teacher can clarify strengths, reveal classroom patterns, and lead to practical support. The goal is not to diagnose your child during the meeting, but to understand what is happening, share relevant evidence, and agree on the next steps.

Recognise What Is Happening

Reading struggles have different causes. A child may struggle to blend letters and sounds, recognise written words quickly, spell familiar patterns, understand vocabulary, or connect ideas across a passage. Difficulties with automatic word recognition can also reduce comprehension because attention is spent on decoding.

Notice when problems occur. Is reading difficult with unfamiliar texts but easier with a familiar book? Does your child confuse similar sounds, omit endings, reverse words, or guess from context? Comments from a tutor or family member may add useful information, especially when a child feels comfortable speaking at home.

Gather Specific Observations

Before meeting, write down two or three dated examples rather than general statements such as “reading is terrible.” Note what your child read, how long they read, where they became stuck, and what happened next. “He decoded every word slowly and guessed the last sentence” is more useful than “He cannot read.”

Include relevant school information, such as the current reading level, recent assessment results, attendance patterns, or the frequency of reading at home. Public libraries, school reading programmes, and take-home books can provide valuable evidence. If your child reads aloud with you, record whether accuracy, expression, or understanding seems most difficult.

Choose the Right Time and Setting

Use a scheduled parent-teacher meeting when possible, although a brief conversation at pick-up can be useful for a specific concern. Ask whether the teacher has enough time for a focused discussion. A telephone or video call may be more practical for families in regional areas or for busy schedules in Sydney, Melbourne, and Brisbane.

Mentioning the meeting in advance allows the teacher to review work and gather information. A calm setting without distractions benefits younger children, while older students may appreciate being included. Let the teacher know whether you want an initial update, a detailed review, or a plan for additional reading support.

Describe the Problem Clearly

Use “I have noticed” statements and focus on observable behaviour. For example: “I have noticed that my child spends more than a minute on each line when reading at home.” Connect home observations with school evidence without assuming the teacher has noticed the same pattern.

Aim for shared language around literacy learning. Ask questions such as, “Which part of reading is proving most difficult?” or “What does your classroom data show about phonics, fluency, vocabulary, and comprehension?” This approach invites the teacher’s expertise and keeps the conversation centred on the child’s needs.

Ask About Classroom Teaching and Support

Find out which strategies are already being used and whether your child receives additional help. Ask about systematic phonics and phonological awareness, explicit vocabulary teaching, spelling instruction, repeated reading, and comprehension strategies. Schools in every state use the Australian Curriculum, but classroom programmes and intervention practices can differ considerably.

Also ask how progress is monitored. National Assessment Program – Literacy and Numeracy assessments in Years 3, 5, 7, and 9 provide broad benchmarks, but a low result is not a diagnosis of a learning difficulty. For multilingual students, ask how English as an additional language is considered. Students with disability or additional learning needs may benefit from documented adjustments under relevant state requirements and the Disability Inclusion Act 2022.

Prepare Notes and Build a Follow-Up Plan

Bring a brief record of your child’s strengths, concerns, and previous interventions. Keep the meeting focused on observable needs and realistic actions.

Before the meeting

• Two or three dated examples of reading behaviour
• A short summary of recent assessments or teacher comments
• Relevant school reports, attendance information, or tutoring notes

At the meeting

• Which specific reading skill needs the most attention
• What classroom support is already available
• How progress will be reviewed and by whom
• When you will meet again to discuss the plan

Finish with clear responsibilities and a review date. A written summary can prevent misunderstandings, especially when several educators are involved. Share sensitive information through approved school channels and observe the Australian Privacy Act 1988 and the Privacy Principles when discussing personal records.

Compare Support Options and Choose Next Steps

Classroom support should usually come first because it gives the teacher and family a view of the child across different subjects and settings. A targeted home-reading routine can reinforce classroom teaching. Simple measures, such as reading together for 15 minutes, choosing an appropriately challenging text, and discussing the meaning rather than correcting every mistake, can build confidence.

Additional support may be needed if difficulties persist. My Reading Mentor provides individualised reading and comprehension plans, phonics and spelling support, and multisensory Touch-type Read and Spell instruction. One-to-one and small-group online programmes can complement school teaching, while TOEFL Junior preparation supports multilingual students working towards English-language assessment.

Support option	What it offers	What to clarify
Classroom teacher support	Daily instruction within the child’s usual learning environment	Which skills are being targeted and how will they be reviewed?
School reading intervention	Additional guided practice, often in a small group	How often will it occur, and what goals will it address?
Specialist online tutoring	Personalised phonics, spelling, fluency, vocabulary, and comprehension work	How will the programme complement, rather than duplicate, classroom instruction?
Home reading routine	Consistent practice in a relaxed setting	Which texts or activities suit the child’s current level?

Whichever combination is chosen, regular communication helps keep goals aligned. A shared reading plan gives your child consistent support and gives adults a clearer way to recognise progress.