5 Reasons Why Children Struggle with Literacy
Every child is different. In NLP terms, every child has a different map of the world. Which is why traditional teaching methods don’t always engage everybody in the same way, and why national scales and achievement targets are not always helpful since children learn and develop at different rates. Of course the benchmarks set averages, but in NLP we don’t do average – only excellence!
Through our work with children of all ages we have identified 5 key reasons why some struggle with literacy:
1. UK teacher training programmes fall short
In her book “Bridges to Success” Olive Hickmott, herself dyslexic but undiagnosed until long after she had finished school, notes that teachers are taught how to teach using multi-sensory activities, but they don’t necessarily learn how to teach children to learn in a multi-sensory way.
At NLP4Kids we spend many hours in our workshops and 1:1s with children simply getting in touch with all of their senses and noting which one(s) are strongest for them.
We know that a child with a strong VISUAL preference will benefit from using different strategies to develop their literacy skills than a child with a strong AUDITORY preference.
So, in practice getting that magical 10 out of 10 for a spelling test might be achieved by looking at the spellings and the shape of the letters and whole words for a visual child, whereas saying or singing them might be better for an auditory child. A kinaesthetic (feelings) child usually benefits from air-writing, writing in sand or on a steamed-up mirror.
2. Children just want to have fun
Let’s be honest – just how exciting is grammar and punctuation to a seven year old?! Many children just don’t see the point, or where their learning is going.
At NLP4Kids we have found it helpful to have children set well-formed goals for themselves by identifying what will be better/easier when they can read and write with confidence. Some of the responses we get from our small clients include: “My teacher won’t tell me off” “I can read the text boxes on my computer game without asking my mum” or “I can go out to play when I know my spellings”.
Since we also recognize that 9-year old boys may not be that enthused by punctuating random sentences, we take time to find out their interests and hobbies so that we can tailor our exercises to something they can actually get excited about!
3. Inability to concentrate or focus
Yes that old chestnut, I’m afraid. We’ve all seen the school report that says “Billy would do better if he stopped fidgeting and distracting the person next to him”.
At NLP4Kids we have had huge success with teaching children how to get grounded. Using simple, fun techniques we can help even the most fidgety of kids to calm themselves and remain focused within less than a minute. We also teach their parents so that they can do this together at home.
It’s a small tweak really but we have found that with greater concentration and focus come improvements in literacy and all aspects of learning.
4. Lack of confidence or self-belief
Put simply, when children can’t learn to read, they cannot read to learn. Almost every other school subject relies on reading for children to progress.
We help children recognise their interests, strengths and achievements by using a fancy-sounding but essentially simple technique called re-framing. We also use our specialist knowledge of language patterns to challenge the limiting beliefs that children build up about themselves such as “I am rubbish at spelling”.
Instead of focusing on what they think they can’t do, we first work with what they can do to build their trust and confidence.
5. A specific reason
For some children there may be a specific reason why they are struggling with literacy eg dyslexia.
Many of us at NLP4Kids have also trained as Empowering Learning TM Practitioners, which enables us to combine our NLP expertise with techniques and exercises designed to work with a child’s strengths to develop their literacy skills. We can also point you in the direction of more specialist forms of assessment and support should these be needed.
There are many reasons why children (and adults) struggle with literacy. These are just a few. That’s why NLP4Kids works so well. We take the time to get to know each unique individual and work with them in a creative and enjoyable way to build their belief, confidence and skills.
To learn more contact Lisa:
Lisa@NLP4Kids.org 07815 057975
I agree with everything you have said, but with classes of 30 and a standard programme of education, with a large net casting over the class, with good teachers doing the best the can and bad teachers not; it is difficult to do this. With budget cuts in special need provision and teachers pushed for time in the classroom, it is up to parents to get on with it themselves, buy some wooden letters, make shapes with plastercine, read a billion books and see how things can be applied to their child. You are then equipped to go into school and say what helps and how this can be adapted into the classroom.
Savvy, on the ball teachers will know that endless boring Biff, Kipp and Chip books will not engage a reluctant reader for long, but illustrative books about planes and digger, with varying text size, bullet points and other things will.
We need parents to help look into an devise help at home, after all they know their child well and teachers who are willing to change up the story in the classroom setting. EG: if you want a 7 year old to focus, get him to focus for 3 mins, then do something physical and do another 3 mins. Instead of giving 12 spellings to a struggling child, give them 3, so they feel like they have a win is they get 2 out of 3 and not 4 out of 12. Things like that, that help shake it up a little!
This article immediately strikes at the heart of the matter for parents and educationalists. That over-standardisation in schools militates against meeting the individual learning styles of each child. Lisa then goes on to clearly delineate with headed sections the building blocks of successful learning and teaching.
I have trained closely with Lisa as well as running a parallel parents and children’s workshop and I know her to be an extremely sensitive, caring, methodical and responsive practitioner and I believe that this is reflected in her article.
Any parents could apply any one or all of these points together to help their children build upon their strengths and reframe their experience of learning.
Lisa, what a clear, succinct and inspiring short article. I’m a big fan of your simple steps which are, in principle, not too hard to follow and which can make such a significant difference.
This is a great article Lisa – I particularly like the focus on strengths and concentrating on what we can do rather than what we can’t. For me, with my children, confidence is key – and believing they can do it gives them the drive to keep on going and the energy and enthusiasm to really succeed with reading and spelling.
This article highlights the fact that the education service in this country is missing out on a key learning resource – the parents. I know it’s a big ask but the system should be teaching parents how to support what happens in school in a systematic way. Classes for motivated parents with the idea of lessening the pressure on teachers and creating a stronger partnership and bond between teachers and parents.
I agree with your points as I work with dyslexic kids (and adults) and find that a multi-sensory approach helps a great deal.
A very informative piece and well written Lisa. Always a joy to learn from my peers!
Hi Lisa, hope you are well and enjoying your weekend. Just to say I’ve really enjoyed reading your article, thank-you very much (#Gratitude). I especially like number 3. I am Montessori trained and believe that it is equally important to encourage “focus time” (where children do activities that naturally develop their concentration) in addition to encourage fun activities. The Montessori activities are designed to do this: they are individual activities (so the child know what they’re doing) that capture most (if not all) children’s interest. For example, with “Practical Life” children get to learn how to do the things they see their parents doing and they love to help and feel grown-up. I am interested to know how, with a background in NLP, you would work with the children to encourage focus? What exactly is it that you do to encourage fidgety children to be calmer and more focused in under a minute? I would be extremely grateful if you were able to expand on this a little, thank-you. – You can never know too much, life is all about learning! If there is anything that I can do for you in return, please do let me know, (NB I can definitely give NLP4Kids a shout out on Twitter). Thank-you in anticipation and take good care. 🙂
This is very true. Looking back at my primary school days, so many dropped because reading and writing was nightmare. Our curriculum does not cater for these needs and it is sad to note how many we lose on the way.
Your article is very helpful to me as a teacher and counselor.
In my opinion the reasons identified are spot on. I think it’s important to get the balance right in identifying which reason is affecting which individual child.
Confidence is definitely the key – A 7 year old who is told by their teacher that they are no good because they fail to concentrate or fail to get all their spellings right on a weekly basis will lose their confidence and self belief and it will take years to build that back up again.
My son lost his confidence due to a teacher’s bad teaching methods. NLP techniques with short term goals to reach and build upon certainly helped him back on the road to recovering his self esteem and his ability in literacy.