Make a list of some words that your child has trouble reading.
Create flash cards using the root sounds of your word list, where you superimpose the letters of the "decoding unit" in color on top of a picture that gives the correct sound. This makes the right and left brain work together. The decoding unit is what tells your child how to pronounce the word. For instance, a picture of a saw will have the colored letters "au/aw"; a picture of a cow will have the colored letters "ou/ow"; a picture of a knight will have the colored letters "igh." If you don't like to draw, you can find some pictures on the Internet and print them out on card stock, then print your letters in colored marker on top.
Hold each flash card slightly higher than your child's line of sight so she looks up at it (with her eyes, not her chin), and have her sound out the colored letters. Then remove the card, and have her look up again so she can read the letters in her mind's eye. Looking up stores the sound in long-term memory, and the colored letters lock the sound into your child's brain, unlike reading from a book. Continue showing your child flash cards for about 15 to 20 minutes each day.
Review the same flash cards the next day and add some new ones. Once your child has one sound down, you can remove that card from the rotation.
Progress from short, single-syllable words to longer ones, always using pictures and colored letters for the hard part of the word.
Say, "Could be," when your child reads aloud from a book and gets a sound wrong, and then bring out the corresponding card for him to see. Or, if you don't have a card for that sound, write the word out in large letters on a piece of paper, and put the letters he has difficulty with in color. For instance, if the word is "objection" and he has problems with the middle syllable, write "jek" in color and have him sound it out. Then change it to "jec" and do the same thing. If he's just guessing, start with the last syllable and continue adding letters in front, letting him sound it out at each step, until he's sounded out the whole word. For instance, he would sound out "tion," then "ection," then "jection," and finally "objection." If it's a word he doesn't know, talk about what it means. This process lets your child understand the parts and building blocks that make up a word.
Give visual clues rather than auditory ones to help your child learn words on her own. This is because right brained children are visual learners, not auditory learners, and regular auditory-based phonics teachings don't work for them.