Who Can Benefit From Reading Intervention?

Even a child with above-average intelligence can struggle with reading. The main reason a child experiences difficulty with reading and spelling is weak phonological awareness. The best approach for improving a child’s word recognition and decoding skills is direct instruction.

Who Can Benefit From Reading Intervention?

Many parents are unsure when to seek assistance for a child struggling with reading. The reality is that when a child struggles with reading and is reluctant to read or sound out new words, it is crucial for parents to seek help for their child as soon as possible. If their child’s love of reading is hindered by his or her inability to sound out words, he or she may avoid reading, which leads to further difficulties in this area.

Reading Intervention Programs are also beneficial for children whose native language is not English because these programs can help these children overcome language barriers to improve their fluency.

What Signs Indicate a Child Is Having Difficulty Reading?

Children in preschool who are experiencing reading difficulties may show reluctance when asked to recite a nursery rhyme. These children may also leave words off a rhyme, even if they have heard it numerous times.

In addition, the child may have problems playing word games and with rhyming. Furthermore, he or she may experience challenges with recognizing new phrases, even when they start with similar letter combinations.


Upon entering Kindergarten, a child should possess most of the following skills:

  • The child can point to the letters in his or her name and recognize it in print.
  • He or she participates in a variety of activities linked to reading (e.g., repeating familiar songs, nursery rhymes and reading aloud).
  • The child recognizes the letters of the alphabet.
  • His or her phonological awareness (i.e., letter sounds) continues to emerge.
  • He or she can make reasonable comments and simple predictions about a story.

First Grade

  • By the time a child enters first grade, he or she should be familiar with at least 100 common words.
  • If parents notice their child is displaying the warning signs below, he or she may benefit from a reading intervention program:
  • The child has trouble remembering the sound of a particular word when he or she is reading aloud.
  • Children who do not know the sound that is associated with each letter in a word often skip over these words, neglecting to self-correct.
  • When a child is experiencing reading difficulties, frustration may set in, causing the child to avoid reading altogether.
  • Instead of taking the time to sound out the words he or she does not know, the child just makes substitutions.
  • Many children who are having trouble reading find it tedious and may resist reading aloud.

Unless the child’s difficulties are addressed, he or she may avoid reading altogether.

Later Grade Levels

Many children in Kindergarten and First Grade are capable of memorizing and knowing what they should write or say to hide the reading problems they are experiencing. However, as they reach higher-grade levels, these techniques become less effective.

If a child in First Grade is consistently receiving high scores, and then his or her grades begin to fall in Second Grade, the child may have an undiagnosed reading problem. These children usually benefit from the Reading Intervention Programs available at Therapeutic Potentials, Inc.

What Causes a Child To Experience Difficulty Reading?

There is a link between trouble reading and speech delays or ear infections. Speech delays are typically apparent at some point between the ages of 3 to 5. Nonetheless, there are times when speech delay becomes evident as early as the age of two.

Articulation problems linked to issues related to the ability to hear may cause the child to avoid reading aloud.

How Does a Child Benefit From Reading Intervention?

The goal of Reading Intervention Programs is to improve the child’s confidence level.

For this program to be beneficial, parents and teachers need to be patient.

Even the smallest achievement must be celebrated because when parents and teachers recognize the child’s improvements, his or her confidence level rises, motivating the child to continue improving.

Another issue that can contribute to reading difficulties is orthographic processing, which focuses on the recognition of letters, spelling sequences and patterns.

To increase a child’s comprehension level, successful Reading Intervention Programs need to be accompanied by guided practice.

If you are concerned about your child’s reading ability, please seek assistance as soon as possible. Providing your child with treatment sooner, rather than later, can improve his or her confidence level and educational experience. If you reside in or near Bradenton, Lakewood Ranch or Sarasota, Florida, the medical professionals at Therapeutic Potentials, Inc., (TPI) can help determine if a Reading Intervention Program will benefit your child.

To learn more about the programs available at TPI, please schedule an appointment by calling 941-758-3140 or communicate with us using our online contact form.

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