Well, when I was in 3rd grade, I could read very good. But I have an idea for you. Ask the child's parents if you could hold her after school about a hour each day. When you do this start with small books and gradually get bigger. Suppose say every 2 weeks start a new level of books. Soon she will get better. Maybe send home a book twice a week, or however many times. Please consider taking this advice.

The child might have a reading disability.  Learning to read is a sequential process.  Each new skill a child learns builds on the mastery of previously learned skills.  First, a child learns to break down words into their most basic sounds, which we call decoding.  Later on, the child begins to comprehend the meaning of words and sentences, which we call reading comprehension.   Decoding is an essential step in the reading process since it forms the foundation of reading.  For a child with a reading disability, decoding does NOT come naturally and is NOT an automatic process.  Most reading experts will agree that decoding problems is the basis of most reading disabilities.  Some warning signs to look for:

 Child has difficulties sounding out words
 Slow laborious reading
 Reads without expression
 Ignores punctuation while reading out loud
 Guesses based on first letter of word
 Puts extra sounds into a word
 Drops syllables
 Reverses sounds
 Struggles with spelling
 Substitutes small common words

If the child is struggling in reading and showing the above symptoms, there may be good reason for you to suspect a reading disability.  If this is the case then an immediate assessment will be necessary through an educational psychologist.