Two years ago, my delightful six-year-old son, Max, decided to create handmade Valentine’s cards for his classmates in the first grade. I was thrilled that he chose this personal touch over store-bought cards, so we gathered some construction paper and got to work. With a printed class roster in hand, he diligently copied his friends’ names in his large handwriting, putting in a tremendous effort on each card.
When I volunteered for the class party, the moment arrived for the children to exchange their cards. Excitement filled the air as the kids rushed around, but Max stood still, pulling at my shirt. Leaning down, I heard him whisper, “Mom, can you help me pass out my cards?”
“Come on, you can do it, buddy! Everyone else is doing it,” I encouraged.
He shook his head and replied, “I can’t, Mom. I don’t know how to read their names.”
In that moment, I realized the depth of his reading struggles, and I felt a wave of helplessness wash over me. My son is exceptionally intelligent; he had ranked in the 99th percentile on the gifted screening at the end of his pre-K year. I was overjoyed for his start in elementary school, as I had loved learning. I assumed it would be easy for him as well.
However, when he had difficulty with “sight words” in kindergarten, I was taken aback. I had read to him daily since birth, and he adored books. I believed we had done everything to prepare him for reading success. Despite seeking help from school officials, the conversations always circled back to what we were doing at home. I was on the verge of screaming: “We’ve done it all! Stop blaming us and teach my child how to read!”
We sought assistance outside our school district. Our pediatrician referred us to a specialist at Vanderbilt Children’s Hospital in Nashville, where we discovered the answer: Max has dyslexia, a condition affecting approximately one in five children. The recommendation from the specialist was structured literacy, focusing on systematic phonics instruction. It became clear that repetitive exposure to words alone—like our family reading sessions—was insufficient; my son needed explicit teaching on how to connect letters and sounds.
Before understanding structured literacy, I often struggled with words that didn’t conform to basic phonetic rules while practicing reading with him. I had no explanation; I simply thought some words were exceptions. But in truth, I lacked knowledge of the foundational rules.
As Max’s reading skills and confidence improved, I questioned why we weren’t teaching all children systematic phonics. After all, written language is merely a code for spoken sounds. How can children decode this code without proper instruction? My research led me to the science of reading, highlighting how our brains connect letters to sounds. Statistically, around 40 percent of children can learn to decode independently, meaning 60 percent—like my son—struggle.
Reflecting on this, I see a troubling correlation with the fact that about 65 percent of children in the U.S. are not proficient in reading, according to the National Assessment of Educational Progress (NAEP). This trend is echoed in Tennessee, where I reside. For the majority of children unable to learn reading through mere exposure, their entire educational journey—and potential in life—is hindered. This is a national crisis.
Blame does not rest solely on parents or teachers; our educational systems must evolve—from teacher training programs in colleges to reading curriculum development and school district policies. Recently, our state took a positive step by proposing legislation and funding to ensure early elementary teachers receive training in the science of reading and access to supportive curriculum. I am hopeful for the passage of this legislation and the adoption of these practices by school districts. They must act if they genuinely want all children to thrive.
If your child is facing reading challenges, engage your school’s instructional leaders about their reading methods. If systematic phonics instruction isn’t being employed, advocate for it—because it’s essential for all children.
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In summary, the journey of discovering my son’s dyslexia opened my eyes to the broader issues within our educational system regarding reading instruction. It is crucial that we advocate for effective teaching methods to ensure every child has the opportunity to succeed.