Introduction

Reading is one of the most important skills children develop during their school years. It is not limited to reading stories or completing language lessons. Children use reading throughout the school day to understand instructions, answer questions, complete worksheets, follow textbooks, learn new vocabulary, solve word problems, and participate in classroom activities.

When a child experiences reading difficulties, the impact can therefore extend far beyond reading itself. A child may understand a lesson when the teacher explains it verbally but struggle when the same information is presented in written form. They may know the answer but hesitate to respond because they are unable to read the question independently. Some children may also avoid reading aloud, take considerably longer to complete written tasks, or depend on classmates and teachers for assistance.

These experiences can gradually affect a child’s confidence and willingness to participate. Children who repeatedly struggle with reading may begin to believe that they are not good at school, even when they have strong ideas, good reasoning skills, and the ability to understand concepts when information is presented in another way.

Understanding how reading difficulties affect classroom participation is therefore important for parents, teachers, and professionals. Recognising these difficulties early can help children receive appropriate support while encouraging them to remain confident and actively involved in their education.

Understanding Reading Difficulties

Reading difficulties occur when a child experiences persistent challenges with one or more aspects of reading. These difficulties may involve recognising words, connecting letters with sounds, decoding unfamiliar words, reading fluently, understanding vocabulary, or comprehending written information.

For example, a child may be able to understand a story when a parent or teacher reads it aloud but struggle to understand the same story when reading independently. Another child may recognise individual letters but find it difficult to blend their sounds together to form words.

Reading fluency can also affect classroom participation. A child who reads very slowly may need to concentrate heavily on each individual word. This can make it harder to focus on the overall meaning of a sentence or paragraph.

Reading difficulties are not necessarily a reflection of intelligence or effort. A child may have strong communication skills, creativity, problem-solving abilities, or knowledge about different subjects while still finding reading challenging. Understanding this difference is important because children should not be made to feel that reading difficulties mean they are unable to learn.

Why This Matters in Dubai’s Multicultural Context

Dubai is a highly multicultural city where many children grow up hearing and using two or more languages. A child may speak one language with their family, learn primarily in English at school, and hear Arabic or another language through friends and the wider community.

This multilingual environment provides children with valuable opportunities to develop communication skills across different languages. However, it can sometimes make it more difficult for parents to understand whether a child’s reading difficulty is related to limited exposure to a particular language or whether there is an underlying literacy difficulty.

Learning more than one language does not automatically cause reading difficulties. However, a child’s complete language history should be considered when evaluating their literacy development. Professionals may need to understand which languages the child hears, speaks, reads, and writes and how frequently each language is used.

Early identification is especially important when reading difficulties begin affecting classroom participation. If a child consistently avoids reading activities, struggles to follow written instructions, or becomes frustrated during schoolwork, seeking professional guidance can help parents and teachers understand the child’s needs and provide appropriate support.

5 Ways Reading Difficulties Can Affect Classroom Participation

1. Difficulty Understanding Written Instructions

One of the most noticeable effects of reading difficulties is difficulty following written classroom instructions. Teachers often provide worksheets, assignments, activity instructions, and written questions that children are expected to understand independently.

A child who struggles to read may spend much of their attention trying to identify individual words rather than understanding what the task requires. For example, they may be able to complete a mathematics problem when the teacher explains it verbally but struggle when the same problem is presented as a written word question.

This can make the child appear as though they do not understand the lesson when the actual difficulty is accessing the written information. They may repeatedly ask the teacher to explain instructions, wait for classmates to begin, or leave activities incomplete.

Providing appropriate support can help children access classroom information while they continue developing their independent reading skills.

2. Avoiding Reading Aloud and Classroom Discussions

Children who experience reading difficulties may become uncomfortable when they are asked to read aloud in front of their classmates. They may worry about mispronouncing words, reading more slowly than others, or making mistakes in front of their peers.

Because of these concerns, some children may stop volunteering to read or may avoid raising their hands during literacy activities. They may know the answer to a question but remain silent because they are worried about being asked to read the question or explain their answer.

Over time, this can affect their overall classroom participation. A child who is naturally curious and communicative may become quieter during lessons involving reading.

A supportive classroom environment can make a significant difference. Children benefit when mistakes are treated as a normal part of learning and when they are encouraged to participate without fear of embarrassment.

3. Taking Longer to Complete Classroom Activities

Reading difficulties can significantly increase the amount of time a child needs to complete everyday schoolwork. Reading questions, understanding instructions, finding information, and writing responses can all take longer when reading is effortful.

For example, while other children may quickly read a worksheet and begin answering questions, a child with reading difficulties may still be trying to understand the first few sentences. This can create pressure, particularly when activities are timed or when children are expected to complete work within a specific classroom period.

Repeatedly working at a slower pace can become frustrating. Some children may begin rushing through tasks, skipping difficult questions, or giving up when they feel they cannot keep up with their classmates.

When teachers understand the child’s reading needs, appropriate classroom support and additional time can help the child participate without feeling constantly behind.

4. Difficulty Participating in Group Activities

Classroom learning frequently involves group activities where children are expected to read information, discuss ideas, complete worksheets, or work together on projects.

A child with reading difficulties may struggle to contribute because they cannot access the written information as quickly as their classmates. They may wait for another child to read the instructions or depend on a group member to explain what needs to be done.

This may cause the child to take a less active role in group work even when they have valuable ideas to contribute. Other children may unintentionally take over the activity because they can read the information more quickly.

Reading support can help children become more independent and confident in group settings. When children can access written information more effectively, they are more likely to share their ideas, ask questions, and take an active role in classroom activities.

5. Reduced Confidence and Classroom Engagement

One of the most important ways reading difficulties can affect classroom participation is through confidence. Children naturally compare themselves with their classmates, particularly when they notice that other children can complete reading tasks more quickly.

If a child repeatedly experiences difficulty, they may begin to think that they are not capable of learning. This can lead to statements such as “I can’t read,” “I’m not good at this,” or “I don’t want to do it.”

The child may begin avoiding reading activities, refusing to participate, becoming frustrated during homework, or depending heavily on adults. These behaviours may sometimes be mistaken for laziness or lack of interest.

In reality, the child may be trying to avoid an activity that has repeatedly been difficult for them. Supporting their reading development while providing positive encouragement can help rebuild confidence and encourage greater classroom engagement.

Real-Life Success Story: A Dubai Family’s Journey
The Challenge

An eight-year-old child living in Dubai was experiencing difficulties with reading at school. The child could participate well when lessons were explained verbally and often had interesting ideas during classroom discussions. However, difficulties became noticeable whenever the child was expected to read independently.

The child frequently took longer than classmates to complete worksheets and often asked the teacher to explain written instructions. During reading activities, the child avoided volunteering and became uncomfortable when asked to read aloud.

At home, the parents noticed that homework involving reading often ended in frustration. The child would sometimes refuse to continue or ask a parent to read everything aloud.

Initially, the parents believed the problem was simply a lack of confidence. However, they began to realise that the child’s confidence was being affected by the reading difficulty itself.

Our Approach

At SLT by Earncey, a comprehensive speech and language assessment was carried out to understand the child’s communication and literacy profile.

The assessment considered the child’s language comprehension, vocabulary, phonological awareness, sound-letter relationships, reading abilities, and understanding of written information. The aim was to identify the specific areas creating difficulty rather than focusing only on the child’s classroom behaviour.

The assessment showed that the child had good ideas and could understand information when it was presented verbally, but reading required significantly more effort. A personalised therapy programme was therefore designed to strengthen the child’s reading-related skills while also building confidence.

Therapy included structured reading activities, vocabulary development, sound-based activities, comprehension tasks, and opportunities to practise reading in a supportive environment. Parents were also given strategies to make reading practice at home more positive and manageable.

The Progress

With regular intervention and consistent support, the child gradually became more comfortable approaching reading tasks. Reading unfamiliar words became easier, and the child began to use strategies instead of immediately giving up when a word was difficult.

The parents also noticed that homework became less stressful. The child became more willing to attempt reading independently and was less likely to avoid literacy activities.

As reading confidence improved, classroom participation also increased. The child began volunteering answers more frequently, contributing to group activities, and participating more comfortably during classroom discussions.

The progress demonstrated that improving reading skills and supporting confidence can work together to help children become more active participants in their education.

How Speech Therapy Helps Children With Reading Difficulties

1. Comprehensive Communication and Literacy Assessment

Every child experiences reading difficulties differently. For this reason, therapy begins with understanding the child’s individual strengths and areas requiring support.

A speech and language therapist may assess language comprehension, vocabulary, phonological awareness, sound-letter relationships, word reading, reading fluency, and understanding of written language.

This broader assessment helps determine which underlying skills may be affecting the child’s ability to participate in classroom activities.

2. Individualised Therapy Sessions

Based on assessment findings, a personalised therapy programme can be developed according to the child’s developmental level and specific needs.

Therapy may include activities that support sound awareness, word recognition, vocabulary, reading fluency, comprehension, and written language. Stories, games, pictures, and interactive activities can make these sessions engaging while providing structured opportunities for practice.

The goal is not simply to make a child read more words. It is to help them develop the skills and confidence needed to access classroom learning more independently.

3. Building Confidence Through Successful Communication

Children who have experienced repeated reading difficulties may become nervous about making mistakes. Therapy can provide a supportive environment where children are encouraged to attempt challenging tasks without feeling judged.

Activities can be adjusted to the child’s current ability so that they experience achievable success while gradually being introduced to more difficult tasks.

Positive feedback can help children recognise their progress and understand that making mistakes is a normal part of learning. As confidence develops, children may become more willing to participate both during therapy and at school.

4. Supporting Vocabulary and Language Skills

Reading difficulties can sometimes make it harder for children to learn new vocabulary because they may have fewer opportunities to independently access written words.

Speech and language therapy can support vocabulary development by introducing new words through stories, conversations, pictures, and meaningful activities. Children can learn what words mean, how they are used, and how they relate to other words.

Stronger vocabulary knowledge can make reading comprehension easier and help children participate more confidently in classroom discussions.

5. Parent Coaching and School Support

Parents and teachers play an important role in helping children transfer the skills they learn during therapy into everyday situations.

Speech and language therapists can provide parents with practical strategies for reading practice at home, such as shared reading, discussing stories, explaining unfamiliar vocabulary, and encouraging children to attempt words independently.

Where appropriate, collaboration with teachers can also help ensure that the child receives consistent support in the classroom. When home, school, and therapy work together, children have more opportunities to practise their developing skills in different environments.

Conclusion

Reading difficulties can influence many aspects of a child’s school experience. A child who struggles to read may find it difficult to follow written instructions, complete classroom activities, participate in group work, read aloud, or respond confidently during lessons. These challenges can sometimes affect confidence and lead children to avoid activities in which they expect to struggle.

It is important to remember that reading difficulty does not mean a child lacks intelligence or the ability to learn. Many children have strong ideas, good reasoning skills, and excellent verbal understanding but require additional support to access written information.

Recognising reading difficulties early can help parents and teachers understand the reason behind a child’s classroom behaviour and provide appropriate support. With structured intervention, positive encouragement, and opportunities to experience success, children can strengthen their reading skills and become more confident participants in the classroom.

At SLT by Earncey, we are committed to helping children develop the communication and literacy skills they need to succeed at school. Through comprehensive assessment, personalised therapy, parent coaching, and collaboration with families and educators, we aim to support each child’s individual learning journey.

If your child understands lessons but struggles to participate when reading is involved, seeking professional guidance can be an important first step towards understanding their needs and helping them become more confident learners.

Call to Action

👉 Book a consultation with SLT by Earncey

📞 +971 56 596 3010

📧 earnceyjohnson740@gmail.com

🌐 https://sltbyearncey.com/contact-us/

About the Author

Earncey Johnson
Speech and Language Pathologist
Dubai Community Health Centre