Reading disability-LET Review
- 2. What is Reading Disability? A condition in which a sufferer displays difficulty reading resulting primarily from neurological factors. Examples are Developmental Dyslexia, Alexia (acquired dyslexia), and Hyperlexia.
- 3. DYSLEXIA • a learning disability that manifests itself as a difficulty with reading decoding, reading comprehension and/or reading fluency • affects between 5-17% of the population • has been proposed to have three cognitive subtypes: auditory, visual and attentional • NOT related to I.Q., since reading and cognition develop independently • NOT characterized by letter or word reversal but by a simple inability to decode, or break down, words into phonemes
- 4. Signs of a decoding problem, or dyslexia, include: • consistent difficulty sounding out words and recognizing words out of context • confusion between letters and the sounds they represent • slow reading rate when reading aloud (reading word-by-word) • reading without expression • ignoring punctuation while reading
- 5. HYPERLEXIA • a superability in which word recognition ability goes far above expected levels of skill • characterized by having average or above average IQs and word-reading ability well above what would be expected given their ages and IQs • some hyperlexics have trouble understanding speech • most or perhaps all children with hyperlexia lie on the autism spectrum • between 5-10% of autistic children have been estimated to be hyperlexic
- 6. ALEXIA • also known as “acquired dyslexia” • also called word blindness, text blindness or visual aphasia • occurs when damage to the brain causes a patient to lose the ability to read
- 8. DECODING… creates the foundation on which all other reading skills are built comes naturally, quickly becoming an automatic process
- 9. Decoding Problems • For people who struggle to decode words, the process requires such extreme concentration that they often miss much of the meaning in what they read. • Indeed, according to many experts, decoding problems are at the root of most reading disabilities.
- 10. Medical & Educational Facts Roughly 85% of children diagnosed with learning difficulties have a primary problem with reading and related language skills. Most reading disabilities are neurodevelopmental in nature. Neurodevelopmental problems don't go away, but they can be managed. Most children with reading disabilities can become proficient readers and can learn strategies for success in school. When a child's reading disability is identified early, that child is more likely to learn strategies that will raise his or her reading to grade level.
- 12. Comprehension relies on a mastery of decoding. Children who struggle to decode find it difficult to understand and remember what has been read. Because their efforts to grasp individual words are so exhausting, they have very little mental energy left for understanding.
- 13. Signs of a problem with comprehension include: • confusion about the meaning of words and sentences • inability to connect ideas in a passage • omission of, or glossing over, detail • difficulty distinguishing significant information from minor details • lack of concentration during reading
- 15. Children are commonly asked to read passages and to answer questions, verbally or in writing, based on what they've read. This requires the ability to retain, which relies heavily on a child's decoding proficiency and ability to comprehend what is read. As students progress through grade levels, they are expected to retain more and more of what they read — from third grade on, reading to learn is central to classroom work and, by high school, it is an essential task.
- 16. Signs of retention difficulty: • trouble remembering or summarizing what is read • difficulty connecting what is read to prior knowledge • difficulty applying content of a text to personal experiences • inability to view content from multiple perspectives
- 17. Dyad Assignment (1 whole yellow paper) • With a partner, design a remedial reading program for any one of the following types of students with reading disability: Type A: Students with Dyslexia Type B: Students with Hyperlexia Type C: Students with Comprehension Problem Type D: Students with Retention Problem
- 18. FORMAT for the REMEDIAL READING PROGRAM I. Program Objectives: (e.g. “This program aims to…) II. Target Learners: (e.g. Students with Dyslexia) III. Developmental Activities (e.g. Words in Color Games, Card Games involving recognizing letters, sounds, and spellings…) IV. Evaluation Tool/s: (e.g. Oral Reading Test)
- 19. • Present your proposed Remedial Reading Program in PowerPoint format, to be presented for critiquing and evaluation next meeting. • First 5 groups to volunteer will get bonus points for their oral participation