A friend of mine is having a meltdown. Her five-year-old doesn’t seem to be reading yet. “He’s just a slow reader,” she lamented. I wanted to reach through the screen and give her a comforting hug. “Listen,” I told her, “I taught my second son to read three times before it finally clicked.” She looked shocked.
“Does he have a learning issue?” I asked. “Is his teacher worried?” She shook her head. “But he’s at the bottom of his class!” I shrugged. “And those at the bottom might pick it up later or need a little extra help, but when they’re ready, they’ll learn to read. Just support him where he is right now.” I sighed. “I can’t stand this! We really need to ditch the notion of ‘slow readers.’”
The Kindergarten Experience
In my kindergarten class, we were surrounded by the alphabet, each letter paired with playful monsters. We listened to catchy tunes about the letters on a scratched tape recorder. “I’m Mr. M, with a munchin’ mouth / My mouth goes munch, munch, munch!” Not everyone knew their letters (I did, thanks to my mom and television), and most of us were just learning to spell our names. We weren’t ‘slow readers’ — we were just kids, developing at our own pace. Once we could identify our names on a bulletin board, we earned a pack of Smarties.
At the end of kindergarten, I could read very simple sentences. The word “what” confused me because it didn’t rhyme with “cat.” I spelled “while” as “why’ll.” We had aides who walked around during writing time to assist us (which is the only way I can explain my use of “daffodils” in a poem).
By first grade, we were reading Dick and Jane. I eventually learned to read and write, and I was considered “on track.”
The New Definition of ‘On Track’
Now, kids are expected to enter kindergarten able to “identify some letters” and “recognize common sight words like ‘stop,’” according to Scholastic. By the end of kindergarten, kids should recognize common vowel combinations and “70% of high-frequency words,” and be able to sound out words, according to a pamphlet from the Hazelton School District in Pennsylvania. These benchmarks matched my abilities by kindergarten’s end.
I was placed in my school’s gifted program the following year and into the top reading group in first grade. In other words: my experiences didn’t align with those of 90% of my classmates. This isn’t to say I deserved a title of Little Miss Smarty Pants (or that gifted programs are necessarily beneficial). It shows how much our educational system has transformed. “Gifted” kids of the 1980s are considered “on track” today, while those who were “on track” back then are now seen as “behind.”
Changing Standards
We’ve drastically altered our expectations for kindergarteners. According to NPR, a significant study from 2016 revealed that by 2010, pre-kindergarten preparation was assumed, which typically means preschool. In 2010, 80% of teachers believed that children should learn to read during kindergarten — a leap from just 31% in 1998. By then, 73% of students were taking standardized tests, with one-third tested monthly.
This push for preschool prep has shown disparities in the quality of education based on race and socioeconomic status, with some studies indicating that children may not be receiving equal opportunities to prepare for reading. This expectation is problematic, as it can unfairly label certain children as “slow readers,” leading to further segregation and pressure.
‘Slow Readers’ Can Come From Any Background
My husband and I both hold advanced degrees in English, and our home is filled with books. We recognize our privilege. He teaches English, and I’m a writer. I began teaching my middle son to read when he turned five, but he forgot and disliked it. I attempted again months later but faced tantrums. By six and a half, he was reading happily. Now, at barely nine, he tackles college-level texts on amphibians. I recently asked him to read a paragraph for me; he struggled with the word “deciduous,” yet knew its meaning.
Clearly, he’s not lacking in literacy skills; he simply learned at his own pace. His older brother mastered reading at five, and his younger sibling, at seven, enjoys Dog Man and will tackle chapter books when he’s ready. Technically, my youngest could also be labeled a “slow reader.”
So I reassured my friend: her son just isn’t ready yet. He’s fortunate to have a mom who teaches English, and once he’s ready to learn, she can support him. He has privileges that other “slow readers” might not.
Recognizing When to Seek Help
Most kids simply aren’t ready to read yet. However, if your parental instincts are nudging you, it’s worth getting your child evaluated. I felt that twinge when I tried teaching my son to read multiple times without success, leading us to discover he needed treatment for ADHD.
Children may require extra support for various reasons, including learning disabilities. For instance, one of my sons has dysgraphia, affecting his ability to write despite being able to read at a high level. Dyslexia could slow down a child’s reading speed, or poor eyesight might be a factor (we realized my youngest needed glasses when he held his books too close).
If you’ve dismissed the pressure to keep pace with peers but still feel concerned, seeking an expert opinion can be beneficial.
Adjusting Our Expectations
If your child isn’t reading by five or six, don’t think they need extra worksheets or a tutor. They probably need more time playing with LEGOs. Many will learn when they’re cognitively and emotionally prepared. In my case, my middle son has ADHD, which made reading challenging for him. Thankfully, I backed off when he was upset. Reading shouldn’t be associated with negativity.
Ultimately, your child’s emotional health is more important than mastering vowel sounds. There’s a distinction between laziness (which my kids sometimes exhibit, particularly in writing) and genuine emotional distress.
So take a breath. Give your child the space they need. They will read when they are ready, and when that time comes, provide them with books they’ll love. Avoid falling into the trap of thinking some books are “too old” or “too young” for them. Sometimes my children prefer picture books, and at other times, they gravitate toward novels. Regardless, they are reading, and that’s what matters.
If you’re still worried, or if your child’s teacher expresses concerns, don’t hesitate to seek professional advice. But please, let’s stop labeling them as “slow readers.” It’s an ableist term for a misguided concept. Everything will be just fine.
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In summary, it’s crucial to recognize that not all children develop reading skills at the same pace. Emphasizing emotional well-being and allowing children to learn in their own time is vital. If concerns arise, professional guidance can provide clarity without stigmatizing children as “slow readers.”