Should I Wait for Their Reading to Get Better on its Own?

“…. Although some children will learn to read in spite of incidental teaching, others never learn unless they are taught in an organized, systematic, efficient way by a knowledgeable teacher using a well-designed instructional approach.” (Moats, 1999)

Dr. Louisa Cook Moats, is Vice President of the International Dyslexia Association.  Dr. Moats specializes in the implementation of school-wide interventions for improving literacy. She directed the NICHD Early Reading Interventions Project in Washington, DC.  She is the author of many books and articles related to reading.

Is It a Reading Disorder or a Developmental Lag?

The three key research conclusions that support seeking reading intervention early are

90 percent of children with reading difficulties will achieve grade level in reading if they receive help 

by the first grade. 

75 percent of children whose help is delayed to age nine or later continue to struggle throughout 

their school careers. 

If help is given in fourth grade, rather than in late kindergarten, it takes four times as long to 

improve the same skills by the same amount. 

  To read a fact filled article with more on this subject, click here.

3 Reasons to do Intervention Early

Every parent of a struggling 1st grader has probably wondered...."If we just give it some time, will they start reading on their own?" Some sobering statistics below:

The three key research conclusions that support seeking help early are:

• 90 percent of children with reading difficulties will achieve grade level in reading if they receive help by the first grade.
• 75 percent of children whose help is delayed to age nine or later continue to struggle throughout their school careers.
• If help is given in fourth grade, rather than in late kindergarten, it takes four times as long to improve the same skills by the same amount.


For the article containing these facts, click here.

How Early Should I be Worried About My Child's Reading? 3 Warning Signs

One of the most commonly asked questions we hear at Langsford Learning Acceleration Centers is, "How early should I be worried about my child's reading skills?" Closely related is, "When should work on reading skills start?" Research clearly indicates that what preschoolers know before they enter school is strongly related to how easily they learn to read in first grade.

Three Predictors of Reading Achievement in preschoolers:

1) the ability to recognize and name letters of the alphabet

2) general knowledge about print (which is the front of the book and which is the back; which way to turn the pages of the book)

3) awareness of phonemes (the sounds in words)

If your preschooler is lacking in any of these areas, reading experts advise stepping in early. Research indicates that a child who is four or five months behind at the end of first grade has only a 20% chance of ever reading at grade level in a typical school environment.

The good news is, however, that slow starters can succeed if they are provided the right kind of help. Early intervention programs that combine daily instruction in phonemic awareness, phonics, spelling, and reading fluency strategies can improve reading skills to average or above levels.

So don't wait for your child to experience failure. If your young child is displaying warning signs that learning to read is going to be difficult, seek intervention early! If you'd like information on early reader screenings and/or full assessments to determine whether your child is at risk of reading difficulties, see our website.

Langsford Learning Acceleration Centers

(502) 473-7000

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