Situation
A primary student was described as “bright in conversation” but increasingly distressed about reading. They avoided reading aloud, complained of stomach aches before school, and became tearful during homework. Parents had tried increased practice, but this led to more conflict.
Goals
- Understand the learning profile and why reading felt so effortful
- Reduce distress and rebuild confidence
- Create a practical support plan for home and school
What we did
- Assessment-informed review: strengths, literacy skills, processing demands, and emotional factors
- Feedback meeting focused on “what this means day to day” rather than labels
- School consultation to align adjustments and reduce performance pressure
- Parent coaching on short, predictable routines and supportive language
Support plan (examples)
- Shorter reading practice with clear end points, plus choice of easier texts for fluency
- Reduce public reading pressure while confidence rebuilt
- Use assistive supports for content learning (e.g., audio, shared reading)
- Teach coping strategies for worry and “I can’t” moments
What you can expect (in similar cases)
When adults reduce daily stress and practise one or two consistent strategies, many students become more willing to attempt tasks. Skill progress depends on multiple factors, including the student’s profile and the consistency of support.
Next steps
If reading is causing distress, consider both skill needs and emotional load. A strengths-based assessment can help prioritise supports and reduce unhelpful pressure.