DEFINITION:
Reading disorders occur when a person has trouble with any part of the reading process:
Phonological, decoding, fluency and/or comprehension.
What's the BIG deal...
90%
Reading
Phonological Processing Includes:
of all students with learning disabilities are refferred to special education due to reading problems.
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“Approximately 13 million American children reared in poverty come to school with poor health, and nutrition, low self –esteem, attention problems, violent experiences, and low expectations” (Andrews, 2010).
- Phonological awareness
- Rapid naming/word retrieval
- Holding sounds in working memory
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Although it can be cognitvely related, IQ-achievement does not affect understanding of reading disabilities.
Problems processing the
sounds of language, not visual problems, are responsible for the majority of reading problems.
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Children who fail to read by the first grade tend to fall farther and farther behind their peers, not only in reading but in academic achievement as well (Kame'enui, Good & Harn, 2005)
Working Memory
Diagnosing
A series of tests of a person’s memory, Spelling abilities
Visual perception
Reading skills
Family history
child’s history of response to instruction,
IQ tests, and other assessments might also be involved.
- Unable to recall a string of numbers or to repeat unfamiliar words accurately.
- Weaknesses in this area can impact students ability to segment and blend sounds into words.
Rapid Naming
According to Dr. Rebecca Felton the majority of students who have difficulty with basic reading skill is due to phonlogical processing which occurs in the language portion of our brain.
- Can cause reversals
- Unable to identify a word previously learned
- Long period of time to learn names or a word
Student’s Social Economic Status does indeed have an impact on student’s academic achievement (Nelson & Lee, 2001).
At Risk:
4 Big Struggles
Who's Likely to Have These Challenges?
Students may be more likely to develop a reading difficulty if they have parents with histories of reading difficulties; if they have been diagnosed with a specific language impairment or a hearing impairment; or if they gained less knowledge or skills related to literacy during preschool years
1) Phonological
2) Decoding
3) Fluency/Speed
4) Comprehension
According to Vygotsky's theory of "Sign systems", the environment the student has grown up in, has an immense impact on the student’s ability to develop reading and writing skills.
1. Children in unstable homes, lower SES, living in poverty
2. Hearing/Visually impaired
3. Low english proficiency
4. Kids who speak a different language at home
5. Cognitive defects
6. Language impairment
7. Parents who are low readers
Fluency/Speed
Comprehension
Readers who have strong comprehension are able to draw conclusions about what they read – what is important, what is a fact, what caused an event to happen, which characters are funny. Thus comprehension involves combining reading with thinking and reasoning.
Ability to read text not just accurately, but also quickly and effortlessly.
Help them be Fluent:
Overcoming
Teach them to:
It can look like:
1) Vocabulary Development
2) Use the same word in multiple contexts
3) teach accuracy, then encourage speed
4) Practice word recognition
5) Provide opportunities to re-read a sentence in a talking voice
6) Repetition
Symptoms
1) Study Titles
2) Skim pages for clues
3) Look for important and difficult words
4)Think about story setting
5) Model for them connecting a reading to your own experience and then let them try
6) Role Play
7) Artisitically Represent the story
Students who have the ability to decode but who do so in a laborious fashion are disabled in the area of reading fluency.
1) Cannot explain meaning
2) Cannot remember what they just read
3) cannot tell you about characters or details
4) Does not understand what was important
Phonological Deficit
Decoding
1. Find the root of the problem: phonemic awareness, decoding (etc)
2. Encourage parents to read
3. Read aloud
4. Encourage practice through games
5. Make reading fun!
6. Practice, practice, practice!
7. Persevere!!!
Involves patterns of sound errors. For example, substituting all sounds made in the back of the mouth like "k" and "g" for those in the front of the mouth like "t" and "d" (e.g., saying "tup" for "cup" or "das" for "gas").
Being able to use visual, syntactic, or semantic cues to make meaning from words and sentences.
Help Them Decode!
This can look like:
Students don't know the sound of letters
1) Sort pictures and objects by the sound you're teaching.
2) Teach phonics in a systematic and explicit way.
3) Use manipulatives to help teach letter-sound relationships.
This Can Look Like:
Creating Phonemic Awareness:
Ex. If asked to give the first sound in the word dog they might say "woof, woof".
1) Teach alphabet sounds explicitly
2)Rhyming
3) Identigying beginning and ending sounds
4)Word to word matching
5) Phoneme deletion
6) Blending
Accomodations:
1) Consistent difficulty sounding out words and recognizing words out of context
3) Slow reading rate when reading aloud (reading word-by-word)
2) Confusion between letters and the sounds they represent
4) Reading without expression
5) Ignoring punctuation while reading
9) Give larger text
10) Allow them to record lectures
1) Level spelling tests
2)Give book options (easy-hard)
3)Read along/Read aloud
4)Read along with an audio book
4) Reading partner
5) Word wall
6) Extra time on tests
7) Allow oral testing
8) Provide plenty of opportunities for repetition
11) Let them take tests orally
12) Give oral directions
5 Questions:
1) What are the four areas a student may struggle with in reading?
2) What are some methods you could use to improve you student's phonolocal skills?
3) What are three steps you can take to overcome a reading disability
4)What causes a reading disability
5) Who's likely to be at a higher risk?
Why?
Works Cited:
American Speech Language Hearing Association. "Speech Sound Disorders: What Are Some Signs of a Phonological Disorder?" Speech Sound Disorders: Articulation and Phonological Processes. American Speech Language Hearing Association, Web. 21 Apr. 2016.
Cogo-Moreira, Hugo, et al. “Effectiveness of Music Education for the improvement of Reading Skills And Academic Achievement in Young Poor Readers: A Pragmatic Cluster-Randomized, Controlled Clinical Trial.” Plos One 8.3(2013):MEDLINE. Web. 5 Mar. 2016
Eunice Kennedy Shriver National Institute of Child Health and Human Development. "What Causes Reading Disorders?" What Causes Reading Disorders? National Institute of Health, Web. 25 Feb. 2016.
Felton, Rebecca. "An Overview of Reading: Reading Problems and Effective Reading Programs." (n.d.): n. pag. Picus Odden and Associates. Web.
Felton, Rebecca. "Causes of Sever Reading Difficulty and Impact on Reading." (n.d.): n. pag. Picus Odden and Associate. Picus Odden and Associates.
Learning Disabilities Association. "Reading Instruction: Tips for Teachers. "Learning Disabilities Association of America. Learning Disabilities Association, 14 Oct. 2013. Web. 30 Mar. 2016.
Moats, Louisa, and Carol Tolman. "Types of Reading Disability." Reading Rockets. WETA, Web. 01 Mar. 2016.
Neuhaus Education Center. "Neuhaus." Reading Disabilities. Neuhaus Education Center, Web. 02 Mar. 2016.
PBS. "Signs of a Reading Disability." PBS. PBS, n.d. Web. 26 Apr. 2016.
Slavin, R. (1997). 2014. In Educational psychology: Theory and practice (11th ed., p. 514).Boston: Pearson Education.