Beyond the Basics: Helping Your Child Become a Confident Reader
Many parents begin to worry around ages 6 to 10 when reading doesn’t “click” or at least not as easily as they think it should.
By Dr. Ric, Head of School at The Yutzy School
If your child can sound out words but still reads in fits and starts—or avoids reading altogether—you’re not alone. Many parents begin to worry around ages 6 to 10 when reading doesn’t “click” or at least not as easily as they think it should. The good news? With patience, encouragement, and a few practical strategies, your child can grow into a confident and capable reader. Here’s how you can help.
Focus on Fluency, Not Just Decoding
Research shows fluency is key to comprehension. Children who improve fluency often understand what they read much better (Petscher & Kim, 2011).
Sounding out words is only the beginning. Many children at this stage read slowly or without expression, which makes it hard to understand or enjoy what they’re reading. One powerful solution: read together. You read a short passage first, then have your child echo you. Choral reading (reading together) is also fun and supportive.
Rereading Builds Confidence
If your child wants to reread a favorite book—yes, even one they’ve read ten times—celebrate it. Rereading familiar text improves word recognition, speed, and expression. Repeated reading is proven to improve fluency and accuracy, especially for struggling readers (Chard, Vaughn, & Tyler, 2002). It also makes kids feel successful, which builds momentum for harder books later.
Talk About What You Read
Reading isn’t just saying words—it’s making sense of them. Reciprocal teaching strategies like summarizing and questioning have been shown to boost understanding in young readers (Pilonieta & Medina, 2009). After reading together, ask simple questions like:
- “What was your favorite part?”
- “Why did the character do that?”
- “What do you think will happen next?”
These conversations build comprehension and remind your child that reading is about meaning, not just mechanics.
Use Real-Life Reading
Reading menus, recipes, grocery lists, or instructions for a new game gives your child meaningful, low-pressure practice. These everyday moments show that reading isn’t just for school—it’s for life. Family-involved literacy activities can improve both reading ability and engagement (Educational Psychology Review, 2025).
Create a Reading Routine
Independent reading routines like Sustained Silent Reading (SSR) improve attitudes and endurance (Krashen, 2004).
A consistent reading habit builds stamina and confidence. Set aside time each day—bedtime, breakfast, or right after school. Let your child choose the books sometimes, even if they seem silly or simple. Your goal is to nurture a lifelong love of reading.
Celebrate Effort, Not Just Accuracy
If a child feels criticized for every mistake, they’ll shut down. Instead, cheer for persistence. Praise small wins: “You read that whole page!” or “You figured out that hard word on your own!” Like each of us, when children feel supported and their efforts are noticed, motivation and performance improve (Guthrie & Wigfield, 2000).
Pray Together
God cares deeply about every part of your child’s growth—including their ability to read. Pray with your child. Ask for help when it’s hard. Thank Him for the progress, however small.
“And all thy children shall be taught of the Lord; and great shall be the peace of thy children.” —Isaiah 54:13
You’re Not Alone
Helping a child learn to read can feel like a big task—but you’re not in it alone. With steady encouragement, consistent practice, and the belief that growth is always possible, your child can move beyond the basics and blossom into a confident reader.
References
Chard, D. J., Vaughn, S., & Tyler, B. J. (2002). A synthesis of research on effective interventions for building reading fluency with elementary students with learning disabilities. Journal of Learning Disabilities, 35(5), 386–406. https://doi.org/10.1177/00222194020350050101
Educational Psychology Review. (2025). Examining the effects of family-implemented literacy interventions for school-aged children: A meta-analysis. Educational Psychology Review. https://link.springer.com/article/10.1007/s10648-025-09985-3
Guthrie, J. T., & Wigfield, A. (2000). Engagement and motivation in reading. In M. L. Kamil, P. B. Mosenthal, P. D. Pearson, & R. Barr (Eds.), Handbook of reading research (Vol. 3, pp. 403–422). Mahwah, NJ: Erlbaum.
Krashen, S. D. (2004). The power of reading: Insights from the research (2nd ed.). Libraries Unlimited.
Petscher, Y., & Kim, Y.-S. G. (2011). The role of reading fluency in children’s text comprehension. Frontiers in Psychology, 2, 556. https://doi.org/10.3389/fpsyg.2011.00556
Pilonieta, P., & Medina, A. (2009). Reciprocal teaching for the primary grades: “We can do it, too!”. The Reading Teacher, 63(1), 26–35. https://doi.org/10.1598/RT.63.1.3