A child may avoid reading aloud, lose their place often, read the same word differently on the next page, or understand far more when a passage is read to them. Any one sign can have many causes, but a pattern is worth discussing with the people who teach and support them.
what a teacher can notice
- Reading takes much longer than the task suggests.
- The child’s spoken ideas are much richer than their written response.
- Effort rises sharply when text becomes dense.
- Confidence drops even when understanding is strong.
support does not need to wait
A formal assessment belongs with qualified professionals. In the meantime, a school can still offer appropriate teaching, more time, audio alongside text and a small reading-support group. Wobble can be one tool within that support.