Reading is likely the most fundamental skill that can be imparted to a child, yet numerous children are struggling to read in manners that are typically overlooked or not understood. When a student is struggling with reading, it is easy for parents, teachers, and even the student themselves to fall victim to common myths that will delay effective support. With the guidance of an experienced reading tutor, one who is knowledgeable about methods such as Orton-Gillingham tutoring, these barriers can be overcome and reading confidence can be regained. Let’s take a look at some of the biggest reading struggle myths and how experienced tutors can create a difference that lasts a lifetime.
Myth #1: “They will catch up on their own with time.”
No doubt the most pernicious assumption is that an underachieving reader is a late bloomer who will catch up to age mates automatically. While there may well be some children who do mature at a different pace, long-term struggle with reading—especially with abilities such as phonemic awareness, decoding, and fluency—all too frequently means the presence of some sort of underlying disorder, like dyslexia or other language processing difficulty.
Letting the struggling reader get along unaided will increase the gap between him or her and his or her peers, impacting self-concept and academic success. Early, intensive intervention by a reading tutor using a systematic method such as Orton-Gillingham tutoring addresses the root of the problem rather than waiting for it to resolve itself.
Misconception 2: “They just need to try harder.”
Struggling to read is not because the child is lazy or not trying hard enough. Struggling readers are trying as hard as they can, but using the wrong approaches and without the right tools, the effort is not necessarily producing progress. It is a demotivating and frustrating myth for parents and children.
Orton-Gillingham tutoring can be differentiated and multi-sensory to meet the learning style of each child so that students can learn in the mode best suited to the brain’s processing. By breaking down reading into manageable bites and drilling them using visual, auditory, and kinesthetic modes, a reading tutor can make a student successful—not by having them study harder, but by teaching differently.
Misconception 3: “Reading tutors are only for kids way behind.”
It is also true that some parents do not want their child tutored because they feel it will only be effective if the child is failing.
In fact, the earlier one receives assistance, the better off one is. Early intervention is perhaps one of the most powerful forms of prevention of long-term academic failure. A student demonstrating letter recognition, sounding out, or struggling to comprehend can be greatly assisted by the availability of a reading tutor—even before attention is paid to significant drops in their grades. By recognizing these issues when they are still in their early stages, Orton-Gillingham tutoring can establish foundational reading abilities before gaps have an opportunity to develop. It also provides students with confidence and the skills necessary to succeed prior to reading becoming an obstacle to learning in other areas.
Misconception 4: “If they can read aloud, they are okay.”
One whose reading aloud is fluent might struggle with memory, decoding, or reading comprehension. Memory strategies like context guessing and memorization of words are characteristic of this group and can hide problems. They will suffice for the short term but will not be self-sustaining as reading becomes harder in later years.
A reading tutor doesn’t merely focus on fluency—they practice decoding, spelling, comprehension, and vocabulary. It is a whole toolkit strategy so the child is actually learning and remembering in order to understand what they read and not merely sounding out a word.
Misconception 5: “All tutoring is the same.”
Not all reading programs are the same, particularly for students who have learning disabilities such as dyslexia. A general tutor can assist in homework, but he or she may not be knowledgeable enough to handle specific problems in reading.
Orton-Gillingham teaching is a research-based, systematic method of learning literacy that is being used very successfully with students with dyslexia and other reading challenges. It is systematic. A reading tutor will be knowledgeable about how to adapt instruction to the unique needs of each and every student.
How Reading Tutors Make a Difference
A professional reading tutor doesn’t just teach reading but also gives students the confidence, competence, and attitude to be successful. By finding the root of a student’s reading difficulties, offering individualized instruction, and employing tried techniques such as Orton-Gillingham tutoring, frustration can be turned into momentum.
Tutors also provide emotional support and motivation, helping students regain their confidence and belief in themselves in learning. Through constant guidance and a customized program, students are able to achieve meaningful improvement that carries over into every part of their school life.
Final thoughts
Difficulty in reading is usually misunderstood, but it need not become the defining feature of a student’s life. By removing such widespread misconceptions and providing an early intervention, parents can help their child gain access to the appropriate type of assistance. An experienced reading tutor can unlock a student’s potential and bring about a new era of academic prosperity.
