At home, J. Ryan races through multiplication problems at his dining room table. His mother watches as he lingers for several minutes on a paragraph about weather systems and struggles to answer questions about the reading.
Joseph changed her work schedule at a casino to the night shift so she could talk with teachers during the day. The calls continued in fourth grade. But Joseph said teachers never mentioned his problems reading. To Joseph, it suddenly made sense why J. Ryan was acting out in English class. But why, she wondered, were his teachers only focused on her son’s behavior if his trouble reading was causing his distress? “They don’t really care how much they learn, as long as they stay quiet,” Joseph concluded.
“Historically, teachers did not get a lot of training to talk to parents,” said Tyler Smith, a school psychology professor at the University of Missouri. School leadership and support for teachers also make a difference, he said. The progress report for Tamela Ensrud's second-grade son in Nashville shows mostly As and a B in English, but she noticed her son was having trouble with reading. She asked to discuss her son's reading test scores at a fall parent-teacher conference, but was only shown samples of her son's work and told, “Your son is doing well.”
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