What Can Push-Ups Teach Us About Helping a Struggling Reader Regain Confidence?

I never expected push-ups to teach me so much about helping struggling readers, but my own experience with a shoulder injury showed me just how important the right plan can be.

When the Plan Doesn’t Fit

A few years ago, I began working with a physical trainer, excited to get stronger. But the plan he created wasn’t designed for my individual needs. It was too intense for my starting point and didn’t consider my limitations. The result? I ended up with a shoulder injury that took eight months to heal. I even had to go to physical therapy.

This experience left me hesitant to try again, even when I wanted to get back into strength training. The frustration and fear I felt reminded me of how many students with dyslexia feel when past reading instruction hasn’t met their needs. When a program is too advanced, progresses too fast, or isn’t tailored to a child’s level, it can leave them feeling defeated and reluctant to try again.

Starting Over With the Right Support

My 16-year-old son, who works out at the gym regularly, heard me complaining about how weak my arms were. I kept asking him to help me carry the heavy water bottles in the house or take my heavy bag up the stairs. I was doing push-ups on my own, following a plan I had created, but I didn’t really know what I was doing. He offered to help, and I accepted, although I felt a bit reluctant.

When my son stepped in, everything changed. He designed a personalized, evidence-based plan that matched my abilities. Instead of pushing me too hard, he started with small, achievable steps.

I could see progress immediately. I went from struggling with three push-ups to confidently doing five and then more. Each small success gave me back my confidence and motivated me to keep going. I was able to see measurable progress.

The Power of Individualized, Gradual Progress

 This is exactly how effective dyslexia intervention works. Children thrive when they receive structured, evidence-based instruction tailored to their unique needs.

Morgan, Farkas, and Wu (2012) found that children with learning disabilities often experience higher rates of frustration, anxiety, and low self-esteem compared with their peers.

Torgesen (2005) reported that structured, evidence-based, multisensory reading instruction significantly improves decoding and word recognition skills in students with dyslexia.

Vaughn, Linan-Thompson, and Hickman (2003) demonstrated that individualized, scaffolded instruction tailored to a student’s level and pace leads to measurable gains and increased engagement in reading.

Small, incremental steps allow students to build skills, regain confidence, and experience measurable progress. Just as I grew stronger with a carefully designed training plan, students with dyslexia make measurable progress when a knowledgeable teacher creates a prescriptive, flexible plan based on assessments and data, tailored to each child’s unique needs.

Seeing Emotional and Academic Growth

 Many students come to me feeling worn down by instruction that did not truly support them. They often carry the same hesitation I felt when returning to the gym after my injury. They are uncertain, overwhelmed, and worried about repeating past failures. With a evidence based approach, individualized pacing, and genuine encouragement, change begins to take root. Skills strengthen, confidence returns, and their relationship with reading grows more hopeful.

Your Child Can Succeed

 If your child is having a difficult time with their current reading program, they are not alone. I work with students in grades 2 through 12 who have not made progress elsewhere. I use detailed assessments to design intervention plans that fit each learner’s needs. These plans start at an appropriate level, move at a pace each student can manage, and highlight progress along the way. Every student I have supported has shown measurable growth, along with renewed confidence and a more positive outlook on reading.

Take Action Today

 Your child can experience the same success. Let’s work together to create a path that turns frustration into growth and struggle into achievement.

If you feel your child needs extra support from a specialist, schedule a free consultation with me today.

About the Author

Hi, I’m Heidi. I am a licensed Reading Specialist and a Wilson Dyslexia Practitioner with over 20 years of experience in education. Since 2022, I have been supporting children with dyslexia and spelling challenges both online and in person through private practice, working with students in grades 2–12 in the United States and with international school students around the world.

My goal is to make this journey less overwhelming and more empowering for families, helping children gain confidence and success in reading and spelling.

Connect with Heidi at Successfuldyslexiatutoring.com or on Linked in.

References 

• Morgan, P. L., Farkas, G., & Wu, Q. (2012). Children With Learning Disabilities and Their Risk for Emotional and Behavioral Disorders. Exceptional Children, 79(4), 397–416.
  

• Torgesen, J. K. (2005). Recent Discoveries on Remediation of Reading Difficulties. In M. Snowling & C. Hulme (Eds.), The Science of Reading: A Handbook. Blackwell Publishing.
  

• Vaughn, S., Linan-Thompson, S., & Hickman, P. (2003). Response to Instruction as a Means of Identifying Students with Reading/LD. Exceptional Children, 69(4), 391–409.