You’ve watched this student work harder than their peers, only to struggle with words that others read effortlessly. You’ve seen the frustration build during reading time, watched the avoidance behaviors develop, and felt that familiar pull of wanting to help but not knowing exactly how. If you’ve found yourself searching for answers during your planning period, wondering whether to wait for the evaluation results or take action now, you’re not alone. That concern you feel isn’t overreaction—it’s your teacher’s instinct telling you that this student needs something different, and you’re exactly right.
Use multisensory techniques: tracing letters while saying sounds, building words with tiles
Select reading materials at 90% accuracy level for productive skill-building
Create emotional safety by framing struggle as brain training, not evidence of inability
Maintain high expectations while providing appropriate scaffolding and support
Understanding What You’re Seeing in the Classroom
You’ve noticed something in one of your students. Maybe they work twice as hard as their classmates but still struggle to decode simple words. Perhaps they avoid reading aloud or become frustrated during literacy activities. These observations matter, and your instincts as an educator are valuable.
What you’re likely observing isn’t a limitation—it’s a brain that processes written language differently. Research from the science of reading shows that children with reading differences have brains that activate different neural pathways during reading tasks. This isn’t a deficit to manage; it’s a variation that requires specific instructional approaches to address effectively.
The good news is that the brain remains plastic throughout childhood. Intensive, explicit instruction can rewire neural pathways for reading success. Brain imaging studies demonstrate that children who receive appropriate support show normalized activation patterns in the brain regions responsible for reading. Your role during this evaluation period is critical—you can begin building these pathways now.
Recognizing Signs of Reading Development Differences
Early elementary students who are developing reading skills differently often show specific patterns. They may struggle with letter-sound relationships despite repeated practice. Reading word-by-word without fluency is common, as is difficulty blending sounds to make words. Some students avoid reading activities altogether or become fatigued after short reading sessions.
These students frequently have phonological processing differences—challenges connecting sounds to their written symbols. This affects decoding, making every word feel like a puzzle to solve rather than an automatic recognition. Yet these same students often demonstrate strong listening comprehension, creative thinking, and problem-solving abilities.
Understanding these patterns helps you see the whole child. A student who struggles with decoding may excel at verbal reasoning and big-picture thinking. Research shows that children with reading differences often develop superior pattern recognition and spatial reasoning skills. Your classroom support can honor both their strengths and their developing areas.
Author Quote"
Brain imaging studies show that intensive reading instruction creates new neural pathways in children who process written language differently. The brain regions responsible for reading activate as brightly as proficient readers after systematic, explicit phonics instruction.
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Laura LurnsLearning Success Expert
Expert Insight:Brain scans show that children with reading differences have less activity in reading centers—but after just 12 weeks of targeted, explicit instruction, these regions light up as brightly as proficient readers. The brain doesn't just compensate; it actually develops the same neural pathways used by children who learned to read effortlessly.
Practical Classroom Strategies That Work
While waiting for formal evaluation, you can implement evidence-based strategies that support reading development. The 5-Minute Reading Fix approach demonstrates that brief, focused daily practice creates measurable improvement. Consistent, systematic instruction matters more than lengthy sessions.
Start with explicit phonics instruction. Present sounds systematically and make connections between letters and sounds clear and direct. Use multisensory approaches—let students trace letters while saying sounds, build words with letter tiles, or write in sand. These techniques activate multiple brain pathways simultaneously, strengthening neural connections.
Provide appropriate reading materials. Students build fluency best when reading texts where they achieve 90% accuracy. This creates the “productive struggle” that builds skills without overwhelming frustration. Use echo reading where you read first and the student repeats, building both accuracy and confidence. Give extra time for reading tasks and allow students to preview texts before reading aloud.
Key Takeaways:
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Explicit phonics instruction builds neural pathways during the evaluation period
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Multisensory approaches activate multiple brain regions for stronger reading connections
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High expectations paired with appropriate support create measurable improvement
Building a Supportive Classroom Environment
The emotional climate you create matters as much as the instructional strategies you use. Students developing reading skills differently need to feel safe taking risks and making mistakes. Frame challenges as brain training rather than evidence of inadequacy. When a student struggles with a word, respond with encouragement: “Your brain is building stronger reading pathways.”
Protect these students from comparison. Celebrate effort and growth rather than reading level. Provide multiple ways to demonstrate knowledge so reading challenges don’t prevent students from showing their understanding in other areas. Partner with parents—they are often watching their child’s spark dim and need to know you see their child’s potential too.
Most importantly, maintain high expectations paired with appropriate support. Research on dyslexia and brain differences confirms that children internalize what we expect of them. Your belief in a student’s capability becomes part of their neural programming. Every child’s brain is capable of learning to read with the right instruction—and you can be the teacher who provides that instruction during this critical waiting period.
Author Quote"
Children who hear that their brains are ‘learning to read’ versus ‘can’t read’ show different patterns of neural activation and reading improvement. Expectations literally change reading outcomes through neuroplasticity.
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Here’s what I believe: you don’t need to wait for an official evaluation to start helping this student. Every day matters. Every reading interaction builds or weakens neural pathways. The evaluation process exists to determine eligibility for services—but your classroom instruction can begin building reading skills right now. The “wait and see” approach that delays intervention has never served children well. Your instincts brought you to this article because you know that student needs something different today, not months from now. You have the power to be the teacher who refused to let paperwork timelines determine a child’s reading future. Start your free trial of the Learning Success All Access Program and discover strategies that help every struggling reader in your classroom—while showing parents how to continue the work at home.
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References
National Reading Panel - Evidence-Based Reading Research - Systematic phonics instruction significantly improves reading achievement in children with reading difficulties
Stanford University - Neuroimaging Studies on Reading Development - Brain regions responsible for reading show normalized activation patterns after 12 weeks of intensive, explicit instruction
International Dyslexia Association - Reading Intervention Best Practices - Early, systematic intervention prevents 80% of reading failure when delivered with fidelity
