Why does my child hesitate when reading long words?
Many parents of children in primary school tell me, “My child can read, but when they see a long word, they freeze.” The hesitation may only last a few seconds, yet it is enough to disrupt fluency, confidence, and comprehension. It is not surprising to hear over time, these children may begin to avoid reading aloud, skip unfamiliar words, or say “I don’t know it” before attempting to decode.
“Long words place significant demands on working memory, processing speed, visual tracking, and sequencing skills. ”
This pattern is often misunderstood as poor phonics (a weakness in phonological skills), lack of effort, or anxiety. In my experience as a therapist, I frequently see a more complex picture. Hesitation when reading long words is rarely about intelligence. It is usually a sign that the cognitive systems required for fluent reading are not yet working efficiently together1 x quotes
Reading long words requires more than phonics.
Long words place significant demands on working memory, processing speed, visual tracking, and sequencing skills. A child must hold the beginning of the word in mind while decoding the middle and anticipating the ending. If working memory is weak, the first sounds may disappear before the word is completed.
In addition, the eyes must move smoothly across the page. Visual tracking difficulties can cause children to lose their place, skip syllables, or misread endings. The result is hesitation, guessing, or stopping altogether.
When these foundational skills are immature, long words feel overwhelming. The pause you see is often the brain working hard to organise itself.
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The role of working memory and processing speed.
Working memory is central to fluent reading. It allows children to retain sound patterns while blending syllables into a complete word. When working memory capacity is limited, children struggle to hold multiple syllables in mind at once. Long words then break apart instead of flowing together.
Processing speed also influences fluency. Some children can decode accurately but do so slowly. The extra time needed to process each syllable creates visible hesitation. Over time, reading becomes effortful rather than automatic.
It is important to understand that this is not laziness. It reflects how efficiently the brain is managing information.
“When so much mental energy is spent decoding, there is little capacity left to understand meaning.”
How hesitation affects confidence and reading comprehension
When children repeatedly stumble over long words, their confidence decreases. They may rush, skip challenging vocabulary, or avoid reading altogether. Reading aloud in class can become a source of anxiety.
Hesitation also interrupts comprehension. When so much mental energy is spent decoding, there is little capacity left to understand meaning. This can affect progress across the curriculum, not only in English but in subjects where reading is essential.
Left unaddressed, children may begin to believe they are “not good at reading”, even when their potential is strong.
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Looking beyond surface strategies
Extra reading practice alone is often not enough. While repetition can help, it does not always strengthen the underlying cognitive skills required for fluency. If working memory, visual tracking, or sequencing skills remain weak, the hesitation will persist.
At Raviv Practice London look at working memory, processing speed, visual processing, and reflex integration where relevant. This allows us to identify the precise reason behind the hesitation and then apply the most appropriate solution.
How one-to-one therapy supports reading fluency
At Raviv Practice London, one-to-one therapy programme is tailored to the individual child. Intervention may include strengthening working memory, improving visual tracking, supporting sequencing skills, and building fluency through structured, targeted exercises.
When the cognitive foundations improve, reading long words becomes less effortful. Children no longer need to pause and reconstruct each syllable. Fluency increases naturally because the brain is better equipped to manage complexity.
Parents often report that their child begins to approach reading with greater confidence and reduced anxiety. Teachers notice improved participation and smoother oral reading.
When to seek professional support
If your child consistently hesitates when reading long words, avoids reading aloud, or appears capable yet struggles with fluency, it may be time to look more deeply at the underlying skills.
Early support can prevent frustration from affecting confidence and academic progress. Through one-to-one therapy, we can strengthen the foundations that allow reading to become more automatic and enjoyable.
If you would like to explore how personalised therapy can support your child’s reading development, I invite you to book an initial consultation.
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About the Author
Usha Patel is a Neurocognitive Therapist and Director at Raviv Practice London. Parents searching to help their suspected/neurodiverse child can get evidence-based solutions with results in as little as 8 weeks. Those in search of jargon-free help can get started straight away.
