A friend of mine is in a tizzy because her five-year-old isn’t reading yet. “He’s one of those slow readers,” she lamented. I felt an urge to reach out and reassure her. “Listen,” I said. “I had to teach my middle child to read three times before it finally clicked.” Her eyes widened in surprise.
“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. “Just because he’s not reading yet doesn’t mean he’s behind. Kids learn at their own pace. Just support him where he is right now.” I sighed. “We really need to abandon this label of ‘slow readers.’”
What We Expected in Kindergarten
My kindergarten classroom was decorated with the alphabet, each letter paired with a quirky monster. We listened to catchy songs about the letters on an old tape player. I remember learning to spell my name, but not everyone was at the same level. We weren’t slow readers; we were just kids growing at our own pace. If we could identify our names on a bulletin board, we were rewarded with a treat. I learned to spell my last name first because another girl shared my first name.
By the time I finished kindergarten, I could read simple sentences. I often stumbled on words like “what” because it didn’t rhyme with “cat.” I misspelled “while” as “why’ll.” Classroom aides helped us during writing time, which might explain my odd choice of “daffodils” in a poem.
Come first grade? It was all about Dick & Jane.
Eventually, I learned to read and write well enough to be considered “on track.”
Now, “On Track” Means “Slow Readers”
Today’s standards are different. According to Scholastic, kids are expected to enter kindergarten knowing some letters and recognizing basic sight words, like “stop.” By the end of kindergarten, they should identify common vowel combinations and a large portion of high-frequency words. These expectations align with what I could do back then.
Years ago, I was placed in the gifted program a year later and found myself in the top reading group of my class. My experience was different from 90% of my peers. It highlights how educational standards have shifted. What was considered “gifted” in the 1980s is now seen as “on track.” In the past, being “on track” meant something entirely different.
Our Standards Are Arbitrary
The expectations for kindergarten have drastically changed. An NPR report cites a 2016 study showing that by 2010, pre-kindergarten preparation was deemed essential. In 2010, 80% of teachers believed children should learn to read in kindergarten, a significant rise from 31% in 1998. Moreover, standardized testing became commonplace.
The quality of preschool education varies by race and socioeconomic status, leading to disparities that can hinder children’s learning. Labeling children who don’t meet these arbitrary standards as “slow readers” is both classist and discriminatory. When we assign them to lower reading groups and pressure them to read like their peers, they may fall further behind simply because they weren’t ready to read at age five.
“Slow Readers” Come From All Walks of Life
My husband and I both have advanced degrees in English, and our home is brimming with books. I recognize our privilege. He teaches English, and I write.
When my middle child turned five, I tried to teach him to read. He forgot everything and resisted the process. I stepped back, and several months later, he picked it up at his own pace. Now, at nearly nine, he reads advanced texts on subjects like amphibians. Just the other day, he stumbled over “deciduous,” even though he understood the concept.
This illustrates that he wasn’t a “slow reader”; he just learned when he was ready. His older brother learned at five, while my youngest, now seven, enjoys reading “Dog Man.” He’ll tackle a chapter book when he feels ready. In fact, my youngest could also be labeled a “slow reader.”
I reassured my friend that her son just hasn’t reached that milestone yet. He’s fortunate to have an English teacher for a mom who can help him once he’s ready. Many “slow readers” don’t have the same support.
Some Kids May Need Extra Help
Most kids simply aren’t ready to read yet. However, if you feel something might be off, it’s worth having your child evaluated. I sensed something was wrong when my son struggled with reading multiple times, and it turned out he needed ADHD medication.
Children can require additional support for various reasons. For instance, one of my sons has dysgraphia, a condition that impacts his writing skills. He reads at an advanced level but struggles with written expression. Issues like dyslexia or even poor eyesight can affect reading speed. If your worries persist, don’t hesitate to seek a professional opinion.
We Need to Change Our Expectations
If your child isn’t reading by age five or six, they don’t need more worksheets or tutoring. What they truly need is time to play and explore. Most kids will learn when they are cognitively and emotionally prepared. Thankfully, I recognized when my son was struggling, and I stepped back to avoid negative associations with reading.
Ultimately, your child’s emotional well-being is far more important than their reading level. There’s a distinction between mere laziness and genuine distress.
So, take a deep breath. Give your child some space. They will read when they’re ready, and when that happens, provide them with books that ignite their interest. Don’t fall into the trap of labeling books as “too old” or “too young” for them. Sometimes, my kids enjoy reading picture books, while other times they prefer novels. As long as they’re reading, it counts.
If you still have concerns or if their teacher does, consider consulting an expert. But let’s move away from the term “slow readers.” It’s an outdated and ableist concept that doesn’t serve anyone well. Everything will be alright.