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Factors That Affect Reading

Acquisition and Performance

Within the Reader

Physiological Development

and Reading

Objectives

  • Explain how physical health, vision and hearing, and other physical and neurological factors affect reading performance.
  • Describe the nature of some reading/language disabilities especially dyslexia.
  • Draw implications from the physiological factors for education in general and for reading instruction in particular.
  • Reading is both physical and physiological. Functions such as vision, hearing and thought are possible only through the organs of the body.
  • If the organ is defective, the function is likely to be impaired.
  • No direct relationship may be said to exist between reading disability and physical health. However, it is obvious that A CHILD WHO IS ILL IS NOT ABLE TO DO WELL IN SCHOOL. Physical inadequacies may result in lowered vitality, depletion of energy, slower physical development and therefore, mental retardation.
  • Studies have shown that children who are hungry and malnourished have difficulty learning because they CANNOT CONCENTRATE. Severe malnutrition in infancy may lower children’s IQ scores. The LACK OF PROTEIN in an infant’s diet may adversely affect his or her ability to learn. Other studies have found that food additives may be deterrent for learning for certain children. (Rubin, 1982)
  • A child who is ill does not usually do well in school because of the illness itself but because the child is out of school so often. He or she misses a lot of learning opportunities.
  • Learning to read is difficult enough for children. The teacher should therefore scrutinize any condition that adds to the difficulty.
  • Physiological factors play an important role in the reading performance of children. Without the presence of the necessary organs, reading will not take place. Also, if the physical health of a person is not good, education is very much affected.
  • Teachers should be sensitive enough to determine the needs as well as the difficulties of the children. They need to help provide the necessary interventions.
  • The voice is articulated by the lips and tongue. If these physical features have defects, the voice cannot function well. Hence, a person cannot articulate sound the way it should.
  • Example: A person with cleft lip and palate may not be able in or may have a hard time producing nasal sounds, fricatives, labials, sibilants and other types of sounds in pronouncing letters.
  • There are sounds that are produced with a corresponding place of articulation. Sounds produced depend on the position of the lips, teeth, tongue and palate.
  • It is a challenge for teachers to teach the right articulation to students who have problems in their vocal apparatuses.

A framework for understanding dyslexia [ PDF document]. Retrieved from Text Help: Literacy, Accessibility & Dyslexia Software: http://www.texthelp.com/UK

Hammond, J., & Hercules, F. Understanding dyslexia: An introduction for dyslexic students in higher education [ PDF document] . Retrieved from Association of Dyslexia Specialists in Higher Education: http://adshe.org.uk

Hermosa, N. N. (2002). The psychology of reading. Quezon City: UP Open University.

Disclaimer:

All images are copyrighted by their respective owners unless otherwise stated.

References:

Central Processing Dysfunction

Behaviors

Cerebral Dominance and Laterality

  • Reads considerably below potential
  • Has poor, visual-motor coordination
  • Reverses letters and order of letters in words,
  • or changes the order of sounds in a word when reading
  • Poor in organizing work
  • Often appears clumsy and awkward
  • Hyperactive
  • Easily distracted; short attention span
  • Difficulty in shifting from one activity to another;
  • preservation
  • Impulsive
  • Slow in finishing work
  • Often shows a lag in maturation

Neurological Deviations and Brain Functioning (Harris, 1980)

  • Brain injury at birth
  • Injury to the brain tissue during childhood (e.g. encephalitis)
  • Congenital and acquired brain defects
  • Irregular pattern of brain maturation
  • Inadequate brain functioning
  • Left-dominance
  • Right-dominance
  • Crossed-dominance
  • Lack of dominance

Symptoms

Educational Implications

Develop auditory discrimination skills (gross discrimination and simple speech patterns)

  • Inattentiveness
  • Loud volumes
  • Blank expression
  • Auditory acuity
  • Auditory comprehension
  • Auditory discrimination

How can you help

with reading?

What causes dyslexia?

  • Differences in the anatomy, organization and functioning of the dyslexic brain as compared to the non-dyslexic brain
  • Dyslexic people tend to be "right brain thinkers"
  • Dyslexia may be hereditary
  • The dyslexic person has a pattern of cognitive abilities that shows areas of strengths and weaknesses

2 Types

of Hearing Loss

What is dyslexia?

3 Strategies to Compensate for One's Disability

  • Guide learners to the most important sections that need to be read.
  • Avoid the use of text-dense material where possible; space helps understanding for all learners.
  • Include graphics such as pictures, diagrams and cartoons in handouts to provide reference points and visual clues.
  • Print handouts on paper of the color your dyslexic learners prefer.
  • Be aware that some fonts are more difficult to read than others.
  • Enlarge text where appropriate--never reduce the size of print.
  • Identify, explain and discuss new vocabulary when it arises. Give word lists with clear definitions.
  • Encourage learners to note specialist vocabulary and its meaning in a personal dictionary.

Conductive Loss

  • Conductive process (middle ear)
  • Own voice > others
  • Speaks softly
  • Recoding into articulation
  • Recoding into signs
  • Fingerspelling

People With Dyslexia

Nerve Loss

  • Auditory nerve
  • Own voice < others
  • Speaks loudly

How should you teach

a learner who has dyslexia?

(RA No. 7277)

  • It comes from the Greek 'dys-,' meaning difficulty with, and ‘-lexia,’ meaning words or language.
  • Dyslexia affects information processing (receiving, holding, retrieving and structuring information) and the speed of processing information. It therefore has an impact on skills such as reading, writing, using symbols and carrying out calculations.
  • Dyslexia describes a group of different but related factors that affect an individual throughout his/her life. It is not just about speaking and reading difficulties; it is not about lack of intelligence.

Be explicit--dyslexic learners are often very literal.

  • Explain the reason for suggesting any approach and encourage learners to evaluate whether or not it works for them--they may not yet know how they learn best.
  • Create an environment where making mistakes is seen as part of the learning process.
  • Teach to the level of difficulty the learner has, but interact with the learner at their level of intelligence.

Listen carefully to what dyslexic learners tell you about their learning. How they describe the processes of reading and writing will tell you a lot about their different approaches.

  • Explore their typical difficulties (many of which will be common with other learners) and what has and has not worked in the past.
  • Promote self confidence by giving learners the experience of success and positive feedback.
  • Use approaches that encourage self-directed and independent learning so that learners feel in control of their learning.

Consider the learner’s personality, motivation, cognitive strengths and successful learning experience as well as their particular dyslexic characteristics.

  • Make sure you are using a range of multisensory methods.

"Words move around the page.They’re always moving, especially numbers. Numbers are terrible."

"I find that sometimes, if I’m not really concentrating on what I’m saying, when I’m speaking, I manage to get the order in what I’m saying jumbled up.

I sound like Yoda!"

"You have got the ideas exactly like a painter, you know exactly what colours you want to use… but if you come to put it on paper,

it is very different, it is a nightmare."

"I forget things a lot. Short-term forgetfulness normally. Silly things like forgetting my bus pass, travel card… getting on a train and getting off the other end and I've got no pass with me, so I have to go back."

  • The impact of dyslexia on each individual is different.
  • The learner appears to be underachieving.

Perceptual Factors and

Reading

Symptoms of Visual Difficulty (Rubin, 1982)

Visual Acuity

Example

How

the Eye

Works

  • Confuses letters
  • Avoids reading
  • Mouths the words or lip reads
  • Confuses similar words
  • Makes many repetitions while reading
  • Skips lines while reading
  • Has difficulty remembering what he/she just read silently
  • Complains of constant headaches
  • Has red or watery eyes or eyes with red rims, swollen lids and frequent sties
  • Squints while reading
  • Asks to sit loser to the chalkboard and cannot seem to sit still while doing close work
  • Holds the book very close to his/her face while reading
  • Skips lots of words or sentences while reading
  • Makes many reversals while reading

No direct relationship may be said to exist between reading disability and physical health.

You do not need to have

a 20/20 vision to read well.

Children who are hyperactive, who have difficulty concentrating, usually fall asleep in class may need a physical check-up.

  • The teacher should refer the child to the medical personnel and discuss the child’s behavior with his/her parents.

GAME!

What a Reader Must Do Visually in Order to Read Efficiently (Dechant, 1964)

Visual Discrimination

Skills Needed

in Reading

- the ability to distinguish between written symbols

Educational Implications (Eames, 1959, Dechant, 1964)

Visual Defects

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  • Auditory and visual perceptual skills
  • Language and concept development
  • Coordinate the eyes
  • Move the eyes along a line of print
  • Make proper return sweeps
  • See clearly and distinctly both near and far
  • Change focus
  • Fuse the impressions of each eye into a single image
  • Have a visual memory for what was seen
  • Sustain visual concentration
  • Have good hand-eye coordination
  • Accurately perceive size and distance relationships

Reading

requires

the sense of sight.

  • Refractive errors: myopia & hyperopia
  • Astigmatism
  • Binocular difficulties
  • Strabismus
  • Aniseikonia
  • Control the glare in the classroom.
  • Do not block the light source.
  • Arrange pupils in the classroom such that they are comfortable with the lighting especially when they read
  • Use large-sized materials.
  • Write on the blackboard with large letters above children's eye level.
  • Provide ample rest periods.
  • Learn to use various screening tests.
  • Refer children to qualified professionls if necessary.

Intal, Javier, Marticio, Odoño, Ongkingco

Physical Health and Reading

Visual

Adequacy

Auditory Adequacy

The Brain

and Reading

Dyslexia

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