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Smart but Struggling – How to Help a Child with Weak Learning Skills

Smart but Struggling: It Just Doesn’t Make Sense!

Recently, we have had parent after parent calling and saying virtually the same thing:

“My child is bright. He’s a good kid and wants to do well, but he’s struggling in school. He doesn’t qualify for help but he tests below state standards. How can this be?”

What most people don’t know is that about 30% of the children in school today have some degree of difficulty with reading or learning. In spite of caring teachers, supportive parents, good intelligence, and motivation, many students experience academic frustrations as a result of weak or inefficient underlying reading and/or learning skills.

If a child doesn’t qualify for special help at school, does it mean there’s not a problem? Only about 5-9% of children are formally diagnosed with learning disabilities, so that leaves roughly 7 million students who struggle but don’t qualify for help.What to do your child struggles with reading or learning because of weak underlying reading or learning skills.

What does it look like for these kids?

Aaron was a very bright high school senior who wanted to go into pre-med in college. He was at the top of his class in physics and chemistry, but close to failing English and History. He had such weak auditory processing skills that listening in class was exhausting. His teachers reported that he often fell asleep during lectures. Aaron’s poor auditory processing also affected a key skill for sounding out unfamiliar words when reading. He could read, but not well, so he often failed to complete reading-related homework assignments. Because he could do well in some areas, people often misunderstood and thought that he was not trying hard or not motivated.

Mark, at 12 years old, was outgoing, friendly, and confident—that is until it came to school. Mark was a terrific athlete and built fantastic Lego structures. He got As in math except for word problems but was beginning to fall behind in his other classes. Mark was a very poor reader. He’d been able to compensate pretty well up until 7th grade, but the reading and writing demands in junior high were becoming too much to keep up with or talk his way out of.

Kelsey could read well but struggled to completely comprehend what she read so her test scores were inconsistent, making it look like she wasn’t studying. Her biggest challenge was with math, which made very little sense to her and caused her a great deal of anxiety.

How can my bright child have so much trouble in some areas? 


When smart children and teens struggle in school it is perplexing and frustrating to all involved. They often excel in some areas, but do very poorly in others.

  • Sam knows all the baseball stats but can’t memorize his math facts.
  • Keely is a smart and savvy soccer player but gets poor grades on tests.
  • Casey is witty and clever, but can’t follow 3 directions.
  • Michael excels in math but reads slowly and laboriously.
  • Justin can focus on video games for hours, but gets distracted immediately when reading or writing.

Comfortable, easy learning requires strong underlying learning skills. These include such things as:

  • Body and attention awareness and control
  • Memory
  • Auditory and visual processing (how the brain perceives and thinks about things we see and hear)
  • Phonemic awareness (the ability to think about the sounds in words and critical to success reading)
  • Language comprehension
  • Processing speed
  • Logic and reasoning, strategizing, and mental organization and flexibility.

Children who struggle in school typically have real strengths and weaknesses within their underlying learning skills. Since different types of tasks or activities are supported by different sets of learning skills, these students can easily show perplexing inconsistencies in their performance.

Our child is getting tutoring. Why aren’t things changing?

Using the analogy of a tree to represent learning, you can think of academic skills as the top of the tree and underlying learning skills as the roots and trunk. If the root system, or the underlying learning skills are weak the top of the tree, or the academics will be affected.

Traditional tutoring works at the top of the tree with the weak academic skills. This may be helpful to students at the moment but is a bit of a “band aide” approach as it is not addressing the real cause, or root, of the problem and will not provide a permanent solution.

So Does My Smart Child Just Have to Live With this?

The Good News is that the brain can change. While weak or inefficient underlying learning skills are not likely to self-correct with time, discipline, or even tutoring, the brain can be retrained to process information more effectively. Underlying learning skills can be developed through specific and intensive training so that underachieving and struggling learners can gain the success and independence they are capable of and deserve.

Students Who Used To Struggle

  • Aaron went through an intensive summer program to increase his auditory processing and reading skills. His energy, stamina, and confidence for listening, reading, and writing improved greatly. He is now in college with a pre-med major.
  • Mark went through a program to develop his phonemic awareness so that he could learn and use phonics for reading and spelling. His visual skills for reading were also developed so that he didn’t have to feel disoriented and overwhelmed when he looked at a page of text. Mark is now functioning well in a private high school and playing quarterback on the school football team.
  • Developing underlying processing and language comprehension skills has helped Kelsey to become much more consistent in her test scores and much less afraid of math. She can now understand and follow directions in class and do her math homework independently.

Many children cope with their underachievement by putting on an attitude of not caring and resisting help from parents, teachers, and clinicians at a learning or tutoring center. Success can change bad attitudes, though, and gradually, as the foundation of underlying processing/learning skills got stronger, students become more confident and engaged. Here’s one child’s thoughts:

“This has also made me a better person. I am now a more thoughtful person. Before I came I got bad grades. Now I have improved in all subjects. My grades before were Ds. Now they raised to As and Bs. It makes me feel special to be known as a smart kid to other people.”  Brett…5th Grade

What is Phonemic Awareness?

Why is Phonemic Awareness  Important for Learning?

It is still happening everywhere. Colleges are still teaching it to teachers. Public and private schools don’t always preach it, but it is evident that many still believe it. What is it? It is the old time myth that there are some students who just can’t learn phonics.

Consider these examples:

  • Ryan is a 2nd grader, diagnosed developmentally delayed; not reading.
  • Paul is a brilliant surgeon.
  • Jenny is a gifted 6th grader; the fastest problem solver in the class, but failing.
  • Jim is a talented stunt man. He wants to act but leaves any audition that requires reading.

What do these people have in common? They all have phonemic awareness deficit that is keeping them from using phonics for reading and spelling. For Ryan and Jim, this deficit has left them non-readers. For Paul and Jenny, it has caused them terrible struggles throughout school. Years ago, the common belief was that there are simply people who can’t ever learn phonics.  Now, because of ongoing research in the field of reading and phonemic awareness, we  have yet to find students who can’t learn phonics.

How Does Phonemic Awareness  Affect Reading?

Why Phonemic Awareness is Important for Learning - Therapeutic Literacy CenterPhonemic awareness is a person’s ability to think about the number, order, and identity of individual sounds within words. It is the underlying thinking process that allows a person to make sense out of phonics, the sound system of our language. In a nutshell, the reading basic process is made up of three parts: Visual (Sight Word Recognition), Auditory (Phonics), and Language (Vocabulary and Content Cues).

In order to be able to read the words and sentences on the page comfortably and easily, all three processes need to be working efficiently together.

Research has shown that even with excellent teaching programs, 30% of any given population cannot learn or use phonics easily and because of a weakness in phonemic awareness. It is often said of children in this 30%, “He/She just can’t learn phonics. He/She will just have be to taught by sight.”

Unfortunately, these well-meaning statements doom students to be crippled readers and spellers.  At best they will come away with 2/3 of the reading process and 1/2 the spelling process to work with.  The good news is that it doesn’t have to be that way.

Auditory conceptual function can be taught! Through careful, sequential training that activates the auditory, visual, language, and feeling (tactile/kinesthetic) parts of the brain, children and adults can learn to think about sounds. This opens a whole new world to a person who previously could not read. As one adult student said, “You can’t even imagine what it’s like to be able to open a simple book and be able to read it yourself. You just have to experience it.”

As a result of auditory judgment training:

  • Ryan, once thought to be developmentally delayed, has been dismissed from Special Education and is functioning at the top of his regular 3rd grade class.
  • Paul, still a practicing physician, has found that reading and spelling have a system that make sense, that they no longer require a tremendous amount of time and energy.
  • Jenny’s written work is much more accurate and much less stressful. Her grades reflect the change!
  • Jim, previously unable to read at all now reads for parts and has been seen in popular T.V. shows…with speaking parts.

Phonemic awareness deficit has been found to be a key and often crippling factor in reading and spelling disorders. But it doesn’t have to be that way! Phonemic awareness can be trained. Reading and spelling disorders can be corrected.