When a Student Says,
"I Can't Read."
In this multi-genre project, I take a deep dive into a statement I hear far too often, and that's students stating they can't read. While at first glance, one might assume this is a skill issue (as I did), it becomes very clear that this issue is much deeper. My experience through this project suggests that this assertion comes with layers of frustration, embarrassment, peer influence, confidence issues, and sometimes gaps in support.
Each piece in this project was chosen intentionally and represents a different angle of this student belief. The opening personal narrative captures the moment that sparked my concern, the data pieces at the center capture reality from different angles, and the parent letter at the end is my clear call to action. This project taught me that reshaping mindset might be just as important as increasing instructional opportunities when it comes to closing the literacy gap.
"Miss, I can't read..."
A narrative that explores student mindset around reading.
I didn’t choose this topic from a textbook. I chose it from a moment in my reality.
One afternoon I was sitting with a fourth-grade student waiting for her mom to pick her up (late, per usual). It was quiet. She asked me what I like to do for fun. I told her I really enjoy reading. Then I asked her if she likes reading.
She looked at me and said, “Ms., I can’t read.”
I immediately responded, “There’s no way.”
Not because I was trying to dismiss what she was feeling, but because reading is so ambiguous. Maybe she struggled with decoding but could still make meaning when someone read aloud. Maybe she could read fluently but didn’t understand what she read. Maybe she avoided reading because it felt hard. But struggle couldn’t mean nothing. It couldn’t mean she couldn’t read at all.
I asked her to take out her homework.
She pulled it out slowly. I asked her to read aloud.
She started sounding out a fairly simple word. She stumbled. Paused. Then she stopped and said, “See Ms., I told you I can’t read.”
And that was it. That moment. The immediate retreat. She was done trying.
I told her, “Try again. Sound it out. I think you can do it.”
And she did.
Yes, she struggled. But she read the entire passage. And when she finished, she was able to tell me what it was about.
So the question that stayed with me wasn’t whether she could read.
It was why it was so easy for her to believe she couldn’t.
Why was quitting more natural than trying?
Why did she need someone to sit beside her and push her just enough to attempt what she was capable of doing?
That moment is what led me to this project. Because when students say, “I can’t read,” I am no longer convinced they are talking about skill alone. Sometimes they are talking about identity and mindset.
“Who I Am as a Reader”
A Report on a Mini Snapshot of 4th and 5th Grade Student Reading Identity
The purpose of this artifact was to gain insight on students' reading identity. The graphic was divided into four quadrants:
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I’m a good reader, and I read a lot.
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I’m a good reader, but I don’t like it.
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Reading is hard, but I keep trying.
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Reading feels really hard, so I don’t read much.
Students who have been attending regular tutoring sessions were invited to place a sticker in the quadrant that best represented them.
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The chart was displayed publicly in the cafeteria. Many students approached it in small groups and placed their stickers alongside their peers. While this allowed for broad participation, it also introduced a social dimension to the data. Because responses were not anonymous, student selections may reflect peer influence and the fear of admitting a struggle with reading.
While this could be viewed as a flaw, this public format actually provided insight into how reading identity is portrayed socially. In upper elementary settings, students are quite aware of how they are perceived by their peers. Reading identity, therefore, may be shaped as much by social positioning as by skill proficiency.
Observations:
The largest cluster of students selected:
“I’m a good reader, but I don’t like it.”
Fewer students selected:
“Reading is hard, but I keep trying.”
Very few selected:
“Reading feels really hard, so I don’t read much.”
A smaller group selected:
“I’m a good reader, and I read a lot.”
One notable observation was that the only students who selected the quadrant associated with avoidance (“Reading feels really hard, so I don’t read much”) were students who had not participated in weekly tutoring sessions over the past sixteen weeks.
Interpretations
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Skill vs. Motivation: Many students identified as “good readers” but dislike reading which suggests that motivation and engagement may be a larger barrier than decoding skill for many students. This aligns with research indicating that reading achievement and reading engagement are interrelated (McBreen & Savage, 2021). A student may possess adequate reading skills but lack the intrinsic motivation or positive reading experiences to push them forward.
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Growth Mindset: Students who selected “Reading is hard, but I keep trying” demonstrate a growth mindset. These students acknowledge struggle but maintain effort. This is significant because perseverance, especially as English Learners, often predicts long-term success in literacy development (Snipes et al., 2017).
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The Impact of Support: The absence of tutoring students in the avoidance quadrant raises important questions. Attending regular tutoring sessions boosts both reading development and student perceptions of themselves as capable readers. Even if students continue to struggle, consistent academic support may reduce the tendency to define themselves as incapable readers (Brandisauskiene et al., 2021).
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Social Identity and Literacy: Because responses were made publicly, students may have gravitated toward identities that felt socially acceptable. This highlights that reading identity is not formed in isolation, and is influenced by peers (Scanlon, 2016).
“It's Spreading Like Wildfire” A Fourth Grade Teacher's Take on Reading Identity
The following interview was conducted with a fourth-grade ESL teacher at TA Brown Elementary, a Title I campus serving a predominantly Hispanic student population. Her classroom includes students reading multiple grade levels below expectation, many awaiting special education evaluation.
Q: Can you describe the literacy strengths and challenges you see in your students?
Teacher: I teach fourth grade ESL which is the class for English speaking fourth graders at TA Brown. A lot of my students enjoy listening to stories and many of them even like reading, but a lot of them are struggling readers, several grade levels behind in their reading achievement, and many are waiting to be identified for special ed so they can receive necessary accommodations.
Q: When a student says, "I can’t read," what is usually behind that?
Teacher: “For most of my students, they don’t like to fail in front of their peers, and for some reason saying "I can’t read’" has become socially acceptable. Some of them even expect me to read their work to them rather than simply try. It’s spreading like wildfire.”
Q: What has helped struggling readers grow?
Teacher: “Taking away the pressure, like asking them to read aloud, has really helped. It also helps to praise them any chance I get.”
Q: What percentage of your students are reading far below grade level? How do you support them?
Teacher: “At least half of my students are several grade levels behind. It’s something I’m actively trying to figure out. I don’t think I’ve been very successful. It feels like a lot of them need one-on-one instruction.”
Q: How does being bilingual impact reading development?
Teacher: “I don’t have too many EB students, but I will say the EB students I work with are often so eager to learn. They just need an additional layer of support.”
Q: What role do families play in literacy?
Teacher: “We try not to task our families with too much because they’re often going through a lot. But simply requiring their child to read for 15 to 30 minutes would make such a difference. This is why we offer free book fairs and literacy nights. We really try to make sure there are no barriers in place.”
Q: What role do families play in literacy?
Teacher: “We try not to task our families with too much because they’re often going through a lot. But simply requiring their child to read for 15 to 30 minutes would make such a difference. This is why we offer free book fairs and literacy nights. We really try to make sure there are no barriers in place.”
Q: What helps students become confident, lifelong readers?
Teacher: “They really just need a cheerleader, someone to believe in them, and someone to stress the importance of learning.”
What stood out most to me in this interview was not the fact that so many students are behind academically. It is no secret that students in economically disadvantaged communities are often behind their more affluent peers. What really stands out here is the teacher's assertion that disengaging and giving up has become so normalized. Research suggests that students belief in themselves significantly shape their academic outcomes and behaviors (Snipes et al., 2017). If many of these students are willing to say aloud that they cannot read, they will in turn be less likely to keep trying.
Connecting Data to Mindset
An infographic representing student growth in relation to ongoing support.
When students say “I can’t read,” their issued may not simply stem from ability. They may be facing problems with access, confidence, and regular support.
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Growth mindset influences academic behavior (Snipes et al., 2017)
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Motivational reading instruction improves achievement (McBreen & Savage, 2021).
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Teacher support strengthens student outcomes (Brandisauskiene et al., 2021)
When Your Child Says, "I Can't Read..."
A letter to families and a barter for support to increase reading engagement and performance.
Dear Families,
Sometimes we hear children say something that stops us in our tracks: "I Can't Read."
As educators, the unfortunate truth is we hear this more often than you might think. What we have learned, though, is when a child says, "I can't read," there are so many more factors at play! It often means they feel frustrated engaging in reading, or embarrassed when they make mistakes. Maybe they're unsure of themselves, or they want to look cool in front of their friends.
Sometimes, "I can't read," simply means reading is hard, and it's easier to say they can't do it than to risk making a mistake.
Reading isn't about saying every word perfectly, or reading the fastest, or reading the most, or reading at the highest grade level. Reading has the power to shape student identity, teach valuable life lessons, and build social skills. More importantly, reading is a necessary tool for lifetime success. It is imperative that each child leaves K-12 public education with the necessary skills to read and understand texts.
Research shows that when students feel motivated and supported, their reading achievement improves significantly (McBreen & Savage, 2021). Confidence and encouragement truly make a difference.
At school, we work hard to build both reading skills and confidence, however, confidence can't bloom in the classroom alone. It needs some time to grow at home, in the small, everyday moments of life.
Here are a few simple ways (backed by research) you can support your child's reading confidence:
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Ask your child to tell you about what they read, even if they struggled.
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Celebrate effort even when they're not perfect. Try saying, "Wow you really read the whole page!" rather than pointing out their mistakes.
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Remind your child that learning takes time. Growth happens through practice.
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Let your child read in their home language if that's what they prefer.
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Read everyday things together: recipes, signs, text messages, instructions.
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Set aside even 15 minutes a day for quiet reading time. Read alongside them, or have them read to you.
You do not have to be an expert to help your child succeed! Your child needs your encouragement and support more than anything. The more you encourage them, the more they'll believe they can grow!
We know that you are likely balancing work, household responsibilities, and staying on top of your child's education. Consider this an investment that will truly pan out! Together, we can make a difference that matters!
- Ms. Goode
Estimadas familias,
A veces escuchamos a los niños decir algo que nos deja pensando: “No sé leer.”
Como educadores, la triste realidad es que escuchamos esto más seguido de lo que usted podría imaginar. Sin embargo, lo que hemos aprendido es que cuando un niño dice “no sé leer,” en realidad hay muchos factores detrás de esas palabras. A menudo significa que se sienten frustrados al intentar leer, o avergonzados cuando cometen errores. Tal vez no se sienten seguros de sí mismos, o quieren verse “bien” frente a sus amigos.
En ocasiones, decir “no sé leer” simplemente significa que leer es difícil, y es más fácil decir que no pueden hacerlo que arriesgarse a equivocarse.
Leer no se trata de pronunciar cada palabra perfectamente, ni de leer más rápido que los demás, ni de leer más que otros, ni de estar en el nivel más alto. La lectura tiene el poder de formar la identidad de los estudiantes, enseñar lecciones importantes para la vida y desarrollar habilidades sociales. Más importante aún, la lectura es una herramienta esencial para el éxito a lo largo de la vida. Es fundamental que cada estudiante termine su educación pública (de kínder a preparatoria) con las habilidades necesarias para leer y comprender textos.
La investigación demuestra que cuando los estudiantes se sienten motivados y apoyados, su rendimiento en lectura mejora significativamente (McBreen & Savage, 2021). La confianza y el apoyo realmente marcan la diferencia.
En la escuela trabajamos arduamente para desarrollar tanto las habilidades de lectura como la confianza de los estudiantes. Sin embargo, la confianza no puede crecer solamente en el salón de clases. Necesita tiempo para desarrollarse en casa, en los pequeños momentos de la vida diaria.
Aquí le compartimos algunas maneras sencillas (respaldadas por investigación) para apoyar la confianza de su hijo/a al leer:
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Pídale que le cuente sobre lo que leyó, incluso si tuvo dificultades.
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Celebre el esfuerzo, aunque no sea perfecto. Puede decir: “¡Leíste toda la página! ¡Qué bien!” en lugar de señalar los errores.
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Recuérdele que aprender toma tiempo. El progreso ocurre con la práctica.
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Permita que su hijo/a lea en su idioma del hogar si así lo prefiere.
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Lean juntos cosas cotidianas: recetas, letreros, mensajes de texto, instrucciones.
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Aparten al menos 15 minutos al día para leer en silencio. Usted puede leer junto a su hijo/a o pedirle que le lea a usted.
Usted no tiene que ser un experto para ayudar a su hijo/a a tener éxito. Lo que más necesita su hijo/a es su apoyo y ánimo. Entre más lo/la motive, más creerá en su capacidad de crecer.
Sabemos que muchas familias están equilibrando trabajo, responsabilidades del hogar y la educación de sus hijos. Considere esto como una inversión que realmente dará frutos.
¡Juntos podemos hacer una diferencia que verdaderamente importa!
- Ms. Goode
References
Brandisauskiene, A., Buksnyte-Marmiene, L., Cesnaviciene, J., Daugirdiene, A., Kemeryte-Ivanauskiene, E., & Nedzinskaite-
Maciuniene, R. (2021). Connection between teacher support and student achievement: Could growth mindset be the
moderator? Sustainability, 13(24), 13632. https://doi.org/10.3390/su132413632
McBreen, M., & Savage, R. (2021). The impact of motivational reading instruction on the reading achievement and motivation of
students: A systematic review and meta-analysis. Educational Psychology Review, 33(3), 1125–1163.
Scanlon, P. (2016). Identifying the impact of friends on their peers’ academic performance. Proceedings of the IEEE/ACM
International Conference on Advances in Social Networks Analysis and Mining (ASONAM), 1368–1369.
https://doi.org/10.1109/ASONAM.2016.7752416
Snipes, J., Tran, L., Regional Educational Laboratory West, National Center for Education Evaluation and Regional Assistance, WestEd,
& Clark County School District. (2017). Growth mindset, performance avoidance, and academic behaviors in Clark County
School District (REL 2017–226). Regional Educational Laboratory West.