10 Common reading mistakes and how to fix them. Simple tips for helping kids become stronger readers

October 10, 2022

This article is for everyone ~ teachers, teacher aides, parents & caregivers ~ because all of us want our children to become better, stronger readers.

We’ve packed this article with practical tips and recommendations on identifying reading behaviours and how to respond to them.

Scenario 1: Child appears to be reading the text from memory. They might be retelling the story using different words from the book.

In this instance, the child probably sees reading as something they ‘need to do’ for the teacher, the parent or for homework.

Recommendations ~

Ask them to point to the words as they read.
Can they point to a particular word?
Place a piece of clear plastic under the line as they read. It’s important that students are aware that other words in the text will help them to work out any tricky words. This is what good readers do – they can read ahead for context.
Recite what the child read – ask them if there were too many/too few words that were on the page?

Two important messages here: a) readers need to know they have to read the correct number of words on a page & b) we must give positive messages about reading that it is fun and not a ‘duty’.

Scenario 2: Child can give answers to literal questions (the “how, what, who, when, where” types of questions) but struggle with inferential questions (requires deeper thinking).

Students can gain meaning from directly stated meaning but do not realise they need to make logical conclusions from reading.

Recommendations ~

Background knowledge is important. For example, if the text is about echidnas ask the child what they know about that animal.
Use the words, “This is a tricky question because it doesn’t actually say so in the text, so we have to think about what else we know.”

In my many years of teaching, most students struggle with this type of comprehension skill (ie inferring). It’s why we’ve included it as a key skill in every reading task in our programs Literacy for Boys & Literacy for Kids.

Scenario 3: Child doesn’t recognise the words that are spoken by characters in the text. Also may not pause at full stops or commas.

This is common even in older readers! Punctuation awareness is important as it assists greatly with comprehension.

Recommendations ~

Select text where there is a conversation between characters. Point out the speech marks and say, “This is how we know what (Character X) is saying.
As the teacher/parent, you read as one character and ask the child to read as the other character.

This is a pretty easy problem to fix. Awareness of punctuation adds to meaning plus it makes reading more enjoyable for learners, especially when there is a conversation to follow.

Scenario 4: Child does not seem to be progressing as quickly as other children in the year level.

They may have reading problems or the books they are reading may be used to improve their confidence and fluency.

Recommendations ~

As a parent, talk to your child’s teacher and mention your concerns. Discuss the level of books they are reading and whether these are inside the range of progress for their age.
Steer clear of discussing/comparing your child’s progress with other parents ~ this often leads to extra worry.

Remember that reading is not a race to the finish line. Some kids take longer than others and often the talented, early readers can level out as they move through the primary years. However, a small gap can sometimes lead to a large gap quite quickly so talk regularly with your child’s teacher.

Scenario 5: Child does not correct their reading mistakes as they read.

In this scenario, they are focussed only on saying the words and not trying to gain meaning from the book/text.

Recommendations ~

As teachers and parents, it’s tempting to interrupt their reading. However, the aim is to allow the child to realise that they have made a mistake and then correct it.
Use phrases like, “You read……. Did that make sense?” “Which part was tricky for you?“
Our goal is for the reader to reflect and say That didn’t make sense.
A useful technique that I use is for students to build up a picture of what they are reading and visualise.

The key message is that reading has to make sense. Allow the reader some time to self-correct, use wording such as Did that make sense? rather than That didn’t make sense at all as you want them to make the critical link between reading and it making sense.

Scenario 6: If the child loses track of the text, becomes muddled, upset and it all falls to bits.

The child needs time to pause and regroup.

Recommendations ~

Some phrases you could try: Let’s go back to the start of the sentence, and try again. Which part did you find tricky? Have another try and I’ll be here to help you through the tricky parts. Let’s have a break for a minute and come back to it.

Success can often be buried on the other side of frustration. Ensure that the reading experience is positive.

Scenario 7: The reluctant reader

“Literacy is fundamental to success in life. It is important for an individual to not only read the words on a page but also to engage successfully with the text.” (Tanya Grambower, Founder of Literacy for Boys & Literacy for Kids)

Reading skills overarch every subject area. It can’t be avoided. Students will read if you give them choice, appropriate texts and model reading behaviour. Nothing is more rewarding than receiving messages from parents, teachers and schools telling me that their child/students now enjoy reading. It’s the best!

However, they may be reluctant to read if they perceive that the text is too difficult or too long.

Recommendations ~

Break up the load by reading with them – you read parts, they read parts.
Utilize texts that include pictures. I’m often recommending high-interest magazines to parents because the text is broken up into blocks of text.
Audio books can be very useful and help to develop a love of reading. With older students, I’ve used audio books to help students get a foothold on difficult text such as plays, Shakespeare etc.

Persist with reading. The research shows that poor readers tend to be poor writers and this affects all areas of their schooling. Use a sports analogy – to get better at something, you must practice.

Scenario 8: If a child makes errors on more than 1 in 10 words

The book/text is too difficult for them and therefore they won’t comprehend it.

Recommendations ~

If the text is a prescribed text at school, I advise parents to read the text too. This way you can help them with written tasks and responses.
Help them with background knowledge of the topic. If possible, ask a librarian for an easier text on the topic.
Familiarise the child with key definitions or difficult words prior to reading. Build a wordbank to assist with their understanding.

If the text is too difficult this will lead to frustration for the reader. You may decide to read alot of the content in order to work through the text.

Scenario 9: If a child reads without fluency.

If this occurs, the student is unlikely to be comprehending the text.

Recommendations ~

Try to get the child to see groups of words.
Get them to move their eyes ahead as this is training them to see the next group of words, ready to read them.
Try rereading parts so that they can improve their speed, and fluency, when reading.

Fluency is crucial to comprehending the text. If a child is reading laboriously and with no expression, it is not pleasurable for them or the listener.

Scenario 10: If a child reads very quickly.

This is common amongst boys, especially if they don’t enjoy reading. We have to look at why – is it because they want to rush through it? Is the text too difficult? The answer lies in whether they are comprehending what they are reading.

Recommendations ~

Ask the child reread a part of the story more slowly and with expression. Explain that this makes it more interesting for the listener.
You can try modelling reading to the child: do it once very quickly and rushed and again with expression, moderation and fluency.

If reading quickly doesn’t affect their comprehension, then this may be ok.

To sum up…

Praise certain reading behaviours in order to reinforce those behaviours. Struggling readers may not know what they are doing wrong so specific feedback is useful eg I liked how you moved your eyes ahead so that you can read smoothly or I liked the way you changed your voice when you read as the character.

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