Teachers are generally clueless about teaching problematic students and for good reason: it's not their job! Most learning problems derive from inadequate early parenting which affects the development of those basic ego capacities which govern control of behavior, development of a sense of self, mood modulation, and others. Limitations in these are exacerbated by parents who didn't read to and then with their toddlers, who bossed them around rather than explaining "why" which depresses the development of the capacity for abstract thinking, and who didn't foster individual development and demand civil behavior. All else is window dressing, like the computer technology which is expected to alleviate these early life failings but can't. Thus do teachers take the rap for being unable to "re-parent," which is basically not their job and a vastly complicated business too.
A Psychologist's Thoughts on Clinical Practice, Behavior, and Life
I've long been puzzled why some children in therapy who have no problem reading won't spontaneously read or profess to dislike it. Having tentatively concluded that, since reading involves the active use of the self, this creates anxiety for these disturbed children and motivates this resistance. But I've also encountered seriously disturbed children who read many books a week.
Certainly, there may be other contributing factors besides psychopathology: whether early-life parent encouragement of reading existed; the child never having grasped the escapist, soothing possibilities of reading fiction; or their over-involvement in another activity such as video games whose obsessive-compulsive elements reduce anxiety and is one reason for their popularity.
In any case, this would seem a worthwhile topic for study. And now the idea is yours!
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