We’re Failing Readers. Let’s Talk.

From my experience as someone who has struggled with reading in educational settings, I can attest that misinterpreting reading difficulties as behavioral problems only exacerbates the issue. Often, educators might inadvertently label a student's frustration or disengagement during reading as misbehavior, rather than recognizing the root cause: inadequate or ineffective instruction tailored to their needs. I’ve noticed that when reading struggles are properly addressed with evidence-based literacy strategies—such as phonics-based instruction, scaffolded practice, and individualized support—students become more confident and motivated. Instead of acting out, they engage more deeply with texts and develop stronger reading skills over time. This awareness is crucial: reading difficulty is a learning challenge, not a behavior problem. Schools and educators need to re-evaluate their approach and prioritize identifying specific gaps in reading skills rather than penalizing students for what might be confusion or frustration. By creating spaces where struggling readers are supported with targeted instruction rather than discipline, we can nurture a more positive learning environment. This shift helps prevent the cycle where students fall further behind and become disengaged or labeled unfairly. Sharing this perspective has helped me better understand both the struggles of readers and the importance of patience and specialized teaching methods. Ultimately, we need to talk openly about these challenges to advocate for instructional changes that truly support struggling readers and prevent them from being misunderstood or overlooked.