Reading in Focus: A Vision Series - Eye Spy… a Struggling Reader

In this episode, Dr. Gina Pepin invites teachers to become reading detectives as we explore the mysteries behind students whose eyes seem to have a mind of their own. From skipped lines to jumbled letters, these signs often point to visual processing and tracking challenges—not laziness.

Learn how to observe, gather clues, and implement tiered, multisensory supports that help students connect what they see, say, and do. Discover practical classroom strategies, from finger guides and tactile word walls to movement-based reading activities, and understand when to collaborate with specialists.

Whether you’re tackling subtle eye-tracking issues or more complex visual challenges, this episode will give you the tools and insights to turn tricky “Eye Spy” missions into reading successes—helping every student feel seen, supported, and capable.

Check out more at www.ginapepin.com

Transcript

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Welcome back to Let's Talk Teacher to Teacher. It's the show where we solve the great mysteries of reading, one suspiciously squiggly line at a time. Today's episode is called I Spy a Struggling Reader. No, it's not about hunting for missing classroom supplies, though some days it might feel that way. It's about students whose eyes seem to have a mind of their own, turning reading into a secret mission as they work hard just to track the words on a page. So here's the case. Picture this, your student, let's call him Max, is bright and a curious fourth grader. But the moment he opens a book, words seem to disappear. Lines get skipped, letters get all jumbled, and comprehension flies right out the window. Believe it or not, these are classic signs of visual processing and tracking challenges. Just to be clear, this isn't about laziness. It's an eye-brain coordination issue. And trust me, it's trickier than trying to catch a runaway pencil in a windy classroom. Step one, clues from the classroom. Your first step as a reading detective is observation. Really just look out for those patterns. Does Max lose his place when reading aloud? Are the letters flipping like they're practicing gymnastics? What does he say about about the print on the page? Does he copy from the board with a little artistic interpretation? What does his production and writing look like? These early clues are really going to help us decide if the issue is visual, not just about phonics or comprehension. Because additionally, tools such as observation checklists and family questionnaires can give us a valuable insight. Because parents are the folks that often notice these subtle signs like eye strain or difficult tracking before anyone else really does. Step two, tiered support and action. So in tier one, classroom detective work is going to include things like using finger guides and colored overlays and structured tracking exercise. Think of it as giving Max a pair of like reading spy goggles. In tier two, this would include more targeted interventions It would be like guided reading with some visual breaks and multi-sensory activities like tracing letters in sand or words in sand or hopping along word lines. Yes, even hopping because reading can be a full-body mission. Then in Tier 3, when the mystery deepens, you could bring in the specialists, occupational therapists, developmental optometrists, and maybe even a sidekick or two because the These folks will help solve the puzzle with vision exercises that will help make Max's eyes feel like they're a well-trained spy team. Step three includes multi-sensory tools as those secret gadgets. In step three, we're going to dive into visual auditory and kinesthetic strategies. Think of it as a spy's toolkit for reading success. This would include things like word walls with like tactile objects to help students actually feel and remember those words and those letters. It would include tracking games that actually guide the eyes like following a laser pointer across the page or mazes and different things like that. It also is going to include movement based reading activities such as hopping or pointing to the next word to keep the whole body engaged while the brain reads. All of these are going to help students connect what they see say and do so their eyes and brains are finally on the same page like literally The takeaway is that every struggling reader has a story, and sometimes the challenge isn't within their mind. It's what their eyes are quietly trying to communicate. By observing, supporting, and teaming up with specialists, we can turn even the trickiest iSpy missions into complete reading victories. Remember, teachers, your classroom is kind of like a detective agency, and every student's eyes are clues waiting to be carefully interpreted. Sometimes these challenges go way beyond even the best teaching and even research-based interventions and instruction and could signal that we may need to look at some of those factors that are outside of typical instruction to truly support the learner. Thanks for tuning in to Let's Talk Teacher to Teacher. Next time you see a student's eyes dirting like they're in a spy movie, remember, it's not misbehavior. It could be a visual challenge waiting for your expertise. So stay curious, stay patient, and keep solving those reading mysteries. Until next time.