One of the biggest misconceptions about students who struggle to read is that they do not want to read. In my experience as a special education teacher, the opposite is true. Most of my students want to read very badly. They pick up books. They look through the pages. They want to be part of the same reading experiences as their classmates. Sometimes they choose books that are far above their reading level because they want to feel like every other student in the room.<\/p>\n\n\n\n
That desire matters. It reminds us that reading challenges are not a lack of interest or intelligence. Often, students simply need a different pathway.<\/p>\n\n\n\n
I work with students who have a range of learning needs. Some have specific learning disabilities. Some have ADHD. Some are on the autism spectrum. Many are working hard to bridge the gaps that make school more challenging. What I love most about this work is seeing the moment when something finally clicks. It may not look like a huge victory to someone else, but for that child, it can mean everything.<\/p>\n\n\n\n
Reading plays a major role in building that confidence. When students move from struggling to decode simple words to recognizing patterns, clearing hurdles and accessing information, you can see the anxiety begin to lift. You see the smile, you see the pride and you see a student realize, “I can do this.”<\/p>\n\n\n\n
That is why I am careful about how we talk about technology in education. It is easy to say that children spend too much time on screens. As a teacher, I understand that concern. I believe in balance. I believe students need pencils, paper, conversation and hands-on learning. I do not believe children should be on devices all day.<\/p>\n\n\n\n
But I also know that the right technology, used the right way, can open doors for students who might otherwise be left frustrated.<\/p>\n\n\n\n
For some students, decoding is the barrier. That does not mean comprehension is the barrier. I have taught students who could not yet read a passage independently but could understand it deeply when it was read aloud. They could answer questions. They could make connections. They could show real understanding. Their reading difficulty did not reflect their intelligence.<\/p>\n\n\n\n
That is where educational technology can be powerful. Digital reading tools can help students access books at the right level, use read-aloud features, build vocabulary and choose texts connected to their interests. For my students, those supports can strip away some of the frustration that often causes them to shut down. Instead of hitting a wall because they cannot decode every word, they can engage with the story, hear the language, see the text and build understanding.<\/p>\n\n\n\n
That is not replacing reading. It is supporting the path toward reading.<\/p>\n\n\n\n
I have shown students how to find books that match their reading level and interests. That independence matters. Instead of pulling a book from a classroom basket and hoping it is a good fit, they can learn how to choose something that gives them a better chance of success. They can explore topics they care about, use read-aloud supports when appropriate and engage with comprehension activities that help reinforce what they have read. For students who often feel like school is full of reminders of what they cannot do yet, that kind of access can be confidence-building.<\/p>\n\n\n\n
Of course, technology has to be used wisely. Healthy technology use means it is not a time filler. It is not \u201cbusy work.\u201d It is not something we hand students just to keep them quiet. It should be meaningful. It should support a goal. It should help a student practice, explore, understand or grow.<\/p>\n\n\n\n
In my classroom, balance is essential. I am still a pencil-to-paper teacher. If the Wi-Fi goes out, learning continues. Students need to write. They need to develop fine motor skills. They need to interact with their peers and teachers. But they also need tools that reflect the world they are growing up in and the different ways they learn.<\/p>\n\n\n\n
That is especially true for students with learning differences. When we treat all screen time the same, we risk missing the difference between passive use and active learning. Mindless scrolling is not the same as listening to a book that helps a child access grade-level content. Playing a game for hours is not the same as using a digital library to find a story that finally feels readable. Watching random videos is not the same as practicing comprehension with a text that matches a student’s needs.<\/p>\n\n\n\n
Parents are right to ask questions about screen time. Teachers should ask those questions, too. But the answer should not be to remove every digital tool from the classroom. The answer should be to use technology with intention.<\/p>\n\n\n\n
My students do not need more barriers. They need more ways in, and sometimes that way in is a small group lesson, or a patient teacher sitting beside them. Sometimes it is a physical book with pictures that pull them into a story, or a digital tool that reads aloud, builds vocabulary or helps them find a book they can access independently.<\/p>\n\n\n\n
Every child deserves the chance to become a reader. For some children, that path may look different than it does for others. Our job is not to make every student learn in the same way. Our job is to give them the tools, encouragement and confidence they need to keep going.<\/p>\n\n\n\n
When technology helps us do that, it is not the problem. It is part of the solution.<\/p>\n\n\n\n