Hello Sue,
My daughter, Suzy, is in the 3rd grade. She’s bright, curious, and loves stories, but she’s still struggling to read independently. Her teacher says not to worry, that many kids “catch up” later. Part of me wants to believe that, but another part fears we’re losing precious time. Should I wait, or get her extra help now?
Veronica
Hello Veronica
You’re asking the right question. It’s natural to hope children will “catch up” on their own, but research — and decades of experience — show that waiting often backfires.
Here’s why: reading is a cumulative process. Each year builds on the last. If Suzy is behind in 3rd grade, she’s not just struggling with today’s reading assignment; she’s also missing the vocabulary growth, comprehension practice, and confidence that come from being a fluent reader. By 4th grade, the game changes — children move from learning to read to reading to learn. If the basics aren’t in place by then, the gap can widen quickly.
The evidence is sobering. Studies from the Annie E. Casey Foundation show that children who cannot read proficiently by the end of 3rd grade are four times more likely to drop out of high school. Neuroscience research also highlights that early intervention is more effective because young brains are more adaptable — their “neuroplasticity” allows them to rewire skills faster. Waiting until later means habits are harder to change, and frustration has already taken root.
The good news? With the right help, Suzy can absolutely make progress. Effective intervention strengthens foundational skills (such as memory, sequencing, and processing) as well as core reading strategies (phonics, fluency, and comprehension). Children who receive timely support often go on to thrive, regaining not just skills but also confidence.
So my advice is simple: don’t wait for Suzy to “catch up.” Give her the tools to catch on now. The earlier you act, the easier the climb will be.
Warm regards,
Sue
More about Sue
Sue is an educational specialist in learning difficulties with a B.A. Honors in Psychology and a B.D. degree. Early in her career, Sue was instrumental in training over 3,000 teachers and tutors, providing them with the foundational and practical understanding to facilitate cognitive development among children who struggle to read and write. With over 30 years of research to her name, she conceptualized the Edublox teaching and learning methods that have helped thousands of children worldwide. In 2007, she opened the first Edublox reading and learning clinic; today, there are 30 clinics internationally. Sue treasures the “hero” stories of students whose self-esteem soars as their marks improve.
