Success Story: How Nick Found His Confidence as a Reader
(Name changed for privacy)
When I first met Nick, he was a bright, hilarious, and outgoing second grader with a huge personality. He had high self-esteem overall—but when it came to reading, his confidence was low. He couldn’t blend even simple words like “cat” or “hat.” His struggles weren’t due to lack of effort or intelligence; he just hadn’t received the kind of instruction he needed to thrive.
Nick has apraxia of speech, which makes his speech difficult to understand, despite being a very verbal, talkative kid. This created challenges for his teacher, who had a hard time understanding him in class, which made assessment and support even harder. Concerned, she reached out to me.
Before our first session, Nick’s mom had already tried just about everything. She’s a highly involved parent and has spent hours researching how to teach reading. She followed educational accounts, implemented structured literacy strategies at home, and even hired a college student to work with Nick one-on-one. But despite her best efforts, progress was slow.
Eventually, Nick’s teacher connected me with the family. When I spoke with his mom, Becky, it was clear how deeply committed she and her husband were to helping their son. They made it clear—getting him the right support was their top priority for the year.
During our first session, I instantly saw how far behind Nick was—and how much potential he had. I knew that if we didn’t act quickly, his reading struggles could become a long-term barrier. I also knew that with the right instruction, he could soar. I was all in.
We started by focusing on building his confidence and identifying strengths we could build upon. Even though Nick struggled with articulation, I noticed he had strong skills in phonemic awareness. He could break apart sounds in simple words and spell them, even if he couldn’t read them yet. That was our starting point.
Within just two weeks, Nick was already reading three-letter words and tackling beginning decodable texts. His confidence started to rise—and so did his interest. He quickly became obsessed with Fly Guy books, asking his mom to buy them so he could read them on his own. He’d laugh about the silly adventures of Buzz and his pet fly, excited to share what he had read. Watching his interest in books spark was a huge turning point.
Since we began working together, Nick has jumped roughly a grade and a half in reading level. His progress is thanks to a true team effort: consistent tutoring four times per week, an incredible second-grade teacher, and unwavering support at home. Most importantly, Nick shows up every day with motivation and a positive attitude that accelerates his progress.
He still has work ahead, but I have no doubt that he’ll catch up with his peers. His trajectory has completely changed—and I’m so proud of him.
Two Big Takeaways for Parents
- Early intervention is best.
If I had started working with Nick in kindergarten, he would likely be at grade level by now. The earlier we intervene, the better the outcome. - But it’s never too late.
While earlier is ideal, the next best time to act is now. Had Nick’s parents not taken action when they did, he would still be struggling to read. Instead, he’s on his way to becoming a confident, capable reader.
Only 30% of fourth graders in the U.S. read at a proficient level, according to the Nation’s Report Card (nationsreportcard.gov). The work we do at The Reader’s Lab is about changing that statistic—one reader at a time.
