I go through this as well. I outsourced the sight reading - just can't deal. The occasional playing supervision is enough for me.
One thing I've noticed (but can never manage to implement) is that not only do I tend to sympathize with my children's reluctance to spend time playing piano, practicing math, writing, etc, but I don't enjoy it either (well, I enjoy the math, but not the other stuff). So I tend to try to push them to approach the tasks very efficiently so that "we" can achieve our goals quickly and be done. And this just doesn't work. But I can't help it! It's also a little difficult because with two kids close in age, one is at loose ends while I work with the other. In the past we had good results working on piano immediately following breakfast and before school, but I've been going into work earlier so this is no longer an option.
Sounds like you have just the one child and a fair amount of time on your hands, so I would suggest spending MORE time on this task. Make it quality time together and just hang out and talk about what you are doing.
It does sound like perhaps trying to follow the methodology prescribed by your daughter's teacher may be making it more difficult. Not that it's not the best, most efficient, approach, but it may not be the easiest and most pleasant for you and your daughter. I wuld be curious to hear what she is playing and what approach she takes to the regular practicing. Do you normally supervise her playing? Are you using the Suzuki method? I'm trying to understand if you are just working with her on sight reading or if you are working with her on her playing as well and if this is one activity or two?
