Start by Understanding the Problem
Before choosing a reading tool, try to understand what is actually making reading difficult. Does your child struggle to sound out words — that may point toward a decoding difficulty. Does your child read very slowly — fluency may be an important issue. Does your child read the words correctly but not understand the passage — language comprehension or vocabulary may need closer attention. Does your child understand when someone reads aloud — that can provide useful information about the difference between accessing spoken language and decoding print.
Different problems require different support.
Provide Appropriate Reading Instruction
Assistive technology can help a child access information, but it should not replace instruction designed to develop reading skills. Research reviews support explicit and systematic reading interventions for students with reading difficulties, including students with dyslexia.
If you are concerned about your child's reading development, discuss their needs with their teacher and appropriate educational professionals.
Read Together and Read Aloud
Shared reading can make reading less isolating: take turns reading a section, discuss what happened, explain unfamiliar words, and ask questions. The goal isn't simply to finish the page — it is to build understanding and confidence.
Reading aloud to your child exposes them to language that may be beyond what they can comfortably decode themselves, including new vocabulary, more complex sentence structures, stories, and background knowledge. Reading aloud can remain valuable even as children become older.
Use Audiobooks Strategically
Audiobooks can provide access to books that may be frustrating to decode independently, allowing children to enjoy age-appropriate stories while their independent reading skills continue developing.
Make Printed Text More Accessible
If printed words are a major barrier, consider whether assistive technology could help — possible tools include reading pens, text-to-speech, electronic dictionaries, audiobooks, and accessible digital text.
Consider a Reading Pen
A reading pen can be useful when the child frequently encounters individual difficult words in printed material. Instead of abandoning the word or waiting for help, the child can potentially scan it and continue — particularly convenient for books, worksheets, textbooks, school instructions, and printed reference material.
Build Vocabulary and Ask Questions About Meaning
When a child encounters an unfamiliar word, don't simply give the definition and move on — ask what they think it means from the sentence, then explain the meaning, connect it to something they already know, and use it again later. This turns vocabulary lookup into vocabulary learning.
Good reading isn't just about pronouncing every word correctly. Ask what happened, why, who was involved, what the problem was, what they think happens next, and what the author is trying to explain.
Protect Confidence
Repeated difficulty can make children associate reading with failure. Avoid turning every reading session into a test, and give children opportunities to choose books, listen to books, read interesting topics, read with someone, use appropriate technology, and talk about what they understand.
Work With the School
Ask what reading skills are currently being targeted, what interventions are being provided, what accommodations are available, whether assistive technology can be used, which tools work best in the classroom, and how home and school support can be coordinated.
There Is No "One Tool" Solution
A child might use reading instruction for skill development, a reading pen for difficult printed words, audiobooks for longer books, text-to-speech for digital assignments, and teacher support for comprehension and instruction. Using multiple tools isn't a sign that something has gone wrong — it can simply mean that different tools solve different problems.