Smith, H. (2023, February 15). Review of Helping your child overcome reading challenges by D. Tracey. Education Review, 30. http://dx.doi.org/10.14507/er.v30.3591 February 15, 2023 ISSN 1094-5296 Tracey, D. H. (2021). Helping your child overcome reading challenges. Guilford Press. Pp. 178 ISBN: 978-462543809 Reviewed by Hiawatha Smith University of Wisconsin - River Falls United States This is not a traditional professional text for educators or academics, but instead a volume designed to aid the development of struggling readers. Diane Tracey has created this unique resource to support parents with helping their struggling reader, since “… parents want to help their children, but they often just don’t know how” (p. 1). The text affords parents knowledge, skills, and actions within two essential areas for struggling reader remediation. First, it provides them with the skills to identify the reading area deficiencies causing reading problems. Second, it presents strategies and resources parents can use to address any reading challenges their child may be experiencing. As an expert teacher, literacy educator and now a psychotherapist, with extensive knowledge and experience, the author is well equipped to guide parents as they navigate this unfamiliar terrain. The text is aligned with seminal research on students experiencing reading difficulties. For example, researchers have concluded there is no singular reason for the reading challenges of struggling readers (Buly & Valencia, 2002; Dennis, 2013). To determine the areas of challenge, they suggest assessments covering the big five areas of reading: phonological awareness, phonics, vocabulary, fluency, and comprehension. Smith and Miller (2018) added motivation as a consideration when addressing areas of challenge for struggling readers, while Tracey emphasizes visual processing as a potential cause for reading challenges. In this volume, the author makes this research relevant for parents, highlighting the importance of the five areas identified above using non-academic language.