Reading is the foundation for learning across all subjects, and children rarely “outgrow” difficulties without support. Don’t panic, but don’t wait either—this is your chance to advocate for your child.
What Every Parent Should Know
If your child’s teacher mentions concerns about reading—even casually—it’s worth exploring further. Here’s why:
- Early struggles can snowball. Kids who aren’t reading on grade level by third grade are at high risk of continued difficulty without targeted help.
- With so many students in a class, teachers focus on the big picture—your partnership ensures the details of your child’s progress aren’t missed.
- You are your child’s advocate. Asking questions, requesting data, and pushing for specifics can ensure your child doesn’t slip through the cracks.
- Schools follow a process. Interventions usually come with a plan, progress monitoring, and communication—make sure you understand what’s in place now, and what comes next.
Taking the Next Steps With Your Child’s Teacher
If concerns come up in your first conference and you need more time to address them, request a follow-up meeting. Share in advance what you’d like to discuss and which materials you want to see—such as your child’s assignments, test results, or teacher observations.
Go in ready to listen, but also bring your own questions. Being prepared sets the tone for a collaborative, productive conversation.
Parent-Teacher Conference Checklist: Questions to Ask About Reading
Whether it’s your first meeting or a follow-up, the questions below, and in this Parent-Teacher Conference Reading Skills Checklist can guide your discussion.
General Impressions
- How is my child doing in reading compared to grade-level expectations?
- What strengths and weaknesses do you notice?
- What assessments or screener data are available, and do you have percentile scores?
- Where does my child fall compared to grade-level expectations?
- How far behind is my child—in months or years?
Classroom Habits & Reading Skills
- Can you show me examples of my child’s assignments and your feedback?
- Can you share examples of grade-level work, so I understand the benchmark?
- What specific literacy skills is my child working on?
- What reading skills should my child have mastered by this point in the year?
- Which skills are they struggling with most?
Support at School
- Does my child need extra support? If so, what will be provided?
- What classroom supports are currently in place?
- Does the school have a formal “Response to Intervention” (RTI) process?
- How will you know if the interventions are working?
- How will I be kept updated on progress?
- When can we meet again to check progress?
Support at Home
- What should we focus on at home?
- Are there specific activities, strategies, or resources you recommend?
- Should I consider additional support (like tutoring) outside of school?
- Is there anything else I should know to help my child succeed?
Your goal: leave with a clear picture of your child’s strengths, challenges, and a plan for moving forward.
After the Meeting: What Next?
If a concern is raised, you should expect a support plan from your child’s teacher within a couple of weeks. This should outline:
- Type of support (e.g., small-group intervention, tutoring, specialized program)
- Frequency (how often and for how long)
- Progress monitoring (how growth will be tracked)
- Communication (when and how you’ll be updated)
Stay engaged and follow up regularly. The earlier intervention begins, the more likely your child is to catch up and gain confidence.
A Signal to Act Early
Any concern about reading is your cue to act—not later, but now. By asking the right questions, partnering with your child’s teacher, and advocating for timely support, you give your child the best chance to get back on track to academic success.
For additional reading support, consider Hoot Reading—an evidence-based tutoring program with certified teachers that helps children close gaps and build lasting skills.
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