Hi lizzyalex80,
    I'm sorry to hear your son is having trouble with reading and writing, but I'm glad he's showing strength in mathematics (something many kids hate!) Before I can really help answer your question though more information would be great on your situation. What state are you currently living in and has your son been enrolled in school up until now? Is it more of a matter of difficulty with reading/writing in general or is has he had no prior experience/practice with English (is English a second language)?
 
For the time being though I can recommend our resources in the reading/writing reference area of education.com,located here:
http://www.education.com/topic/kindergarten-reading-writing-readiness/
 
 While many of these are targeted towards younger children many of the articles here are great for beginning readers. Let me know if that helps or if you have more questions!

i would start him on hooked on fonics its a great way to learn how to read thtas whta i did when i was 5 and now im reading at a 9th grade level

I hope that your son's teachers have asked for a full evaluation of his  educational skills in order to assess if he has a learning disability.  Also, discuss with his pediatrician these concerns and perhaps he may need a hearing test as math skills are usually very visual and reading skills often depend on the knowledge of phonemes or sounds of letters.
 
For more information check out www.nasponline.org in order to gain information about the school evaluation process which has federal guidelines.  However, if your son is in private school you may need to make the first contact with the public schools yourself.  
 
Good luck!

Maybe it’s Dyslexia?
Dyslexia is a specific learning disability and primarily affects one’s ability to learn to read.  Dyslexia is characterized by difficulties with accurate and fluent word recognition and by poor spelling and decoding abilities.  Dyslexia varies in degrees of severity and is highly hereditary.  It is not uncommon for a child with dyslexia to have an immediate family member who also has this condition.  Also, it is not unusual for two or more children in a family to have dyslexia.
Dyslexia is estimated to affect some 20-30 percent of our population.  This means that more than 2 million school-age children in the United States are dyslexic.  Although children with dyslexia typically have average to above average intelligence, their dyslexia creates problems not only with reading, writing and spelling but also with speaking, thinking and listening.  Many times these academic problems can lead to emotional and self-esteem issues throughout their lives. Low self-esteem can lead to poor grades and under achievement.  Dyslexic students are often considered lazy, rebellious or unmotivated.  These misconceptions cause rejection, isolation, feelings of inferiority, and discouragement.
The central difficulty for dyslexic students is poor phonemic awareness.  Phonemic awareness is the ability to appreciate that spoken language is made up of sound segments (phonemes).  In other words, a dyslexic student’s brain has trouble breaking a word down into its individual sounds and manipulating these sounds.  For example, in a word with three sounds, a dyslexic might only perceive one or two.
Most researchers and teachers agree that developing phonemic awareness is the first step in learning to read.  It cannot be skipped.  When children begin to learn to read, they first must come to recognize that the word on the page has the same sound structure as the spoken word it represents.  However, because dyslexics have difficulty recognizing the internal sound structure of the spoken word to begin with, it is very difficult for them to convert the letters of the alphabet into a phonetic code (decoding).
Although dyslexia can impair spelling and decoding abilities, it also seems to be associated with many strengths and talents.  People with dyslexia often have significant strengths in areas controlled by the right side of the brain.  These include artistic, athletic and mechanical gifts.  Individuals with dyslexia tend to be very bright and creative thinkers.  They have a knack for thinking, “outside-the-box.”  Many dyslexics have strong 3-D visualization ability, musical talent, creative problem solving skills and intuitive people skills.  Many are gifted in math, science, fine arts, journalism, and other creative fields.
Dyslexia is a persistent learning difference that one does not outgrow. With early detection, proper intervention, and certain accommodations, dyslexics can improve their reading and spelling skills significantly and succeed academically.
Symptoms
Preschoolers
 Late talking, compared to other children
 Pronunciation problems, reversal of sounds in words (such as ‘aminal’ for ‘animal’ or ‘gabrage’ for ‘garbage’)
 Slow vocabulary growth, often unable to find the right word (takes a while to get the words out)
 Difficulty rhyming words
 Trouble learning numbers, the alphabet, days of the week
 Poor ability to follow directions or routines
 Does not understand what you say until you repeat it a few times
 Enjoys being read to but shows no interest in words or letters
 Has weak fine motor skills (in activities such as drawing, tying laces, cutting, and threading)
 Unstable pencil grip
 Slow to learn new skills, relies heavily on memorization
School Age Children
 Has good memory skills
 Has not shown a dominant handedness
 Seems extremely intelligent but weak in reading
 Reads a word on one page but doesn’t recognize it on the next page or the next day
 Confuses look alike letters like b and d, b and p, n and u, or m and w.
 Substitutes a word while reading that means the same thing but doesn’t look at all similar, like “trip” for “journey” or “mom” for “mother.”
 When reading leaves out or adds small words like “an, a, from, the, to, were, are and of.”
 Reading comprehension is poor because the child spends so much energy trying to figure out words.
 Might have problems tracking the words on the lines, or following them across the pages.
 Avoids reading as much as possible
 Writes illegibly
 Writes everything as one continuous sentence
 Does not understand the difference between a sentence and a fragment of a sentence
 Misspells many words
 Uses odd spacing between words.  Might ignore margins completely and pack sentences together on the page instead of spreading them out
 Does not notice spelling errors
 Is easily distracted or has a short attention span
 Is disorganized
 Has difficulties making sense of instructions
 Fails to finish work on time
 Appears lazy, unmotivated, or frustrated
Teenagers
 Avoids reading and writing
 Guesses at words and skips small words
 Has difficulties with reading comprehension
 Does not do homework
 Might say that they are “dumb” or “couldn’t care less”
 Is humiliated
 Might hide the dyslexia by being defiant or using self-abusive behavior
Adults
 Avoids reading and writing
 Types letters in the wrong order
 Has difficulties filling out forms
 Mixes up numbers and dates
 Has low self-esteem
 Might be a high school dropout
 Holds a job below their potential and changes jobs frequently
Treatment
The sooner a child with dyslexia is given proper instruction, particularly in the very early grades, the more likely it is that they will have fewer or milder difficulties later in life.
Older students or adults with dyslexia will need intensive tutoring in reading, writing and spelling using an Orton-Gillingham program.  During this training, students will overcome many reading difficulties and learn strategies that will last a lifetime. Treatment will only “stick” if it is incorporated slowly and consistently over time.  There is no such thing as a “quick fix.”
The best learning environment for a student with dyslexia is always one-to-one.  Students who have severe dyslexia may need periodic one-to-one tutoring to catch up and stay up with the rest of their class.  This specialized tutoring helps dyslexic students become successful in reading, writing, spelling, grammar, and vocabulary.  It also will help them with math, and word problems.

Sounds like he's being taught with sight-words. Not phonics. All the exerts I trust say that sight-words will cause major problems.
Google "Dyslexia, Disability and Deception: What Five Experts Say" for the case against sight-words.  
 
Also see link.

Hello,
 
You can try this reading program.  It is really good.  Go www.readingeggs.com.  I am sure it will help him well.  So please try this site.  Hopefully, you will see improvement in him.  
 
Good Luck.