Replace "you're not good at reading" with sentences linking difficulty to a temporary stage, not a fixed identity.

When he opens sensitive topic, say "tell me more" vs reply.

Instead of "fixing" ADHD/autism/dyslexia deficits, daily show your child the strengths of his different brain.

Don't wait for "he'll grow out of it" — a practical question list turning your vague worry into a specific teacher conversation.

In few-shot, deliberate variety (positive/negative/edge case) matters more than count.