Reading is probably one of the essential skill we humans need to master to be able for us to survive. We use this skill not only for school or for our careers but even with just the most basic mundane things, like reading labels out of a product, reading signs on the road, and many more. In the school setting, students need to have good reading skills to be able for them to answer and do the tasks the teacher assigned them, however, there are instances wherein some students show difficulties when it comes to reading. In this paper, we will tackle what Reading Disability is, its’ cause and effect, its’ types, and how important it is for teachers to create specific learning materials for students who are struggling with reading. Reading difficulty is a form of learning impairment.
Reading disabilities affect children who have ordinary to above-average intellectual skills yet struggle to read. These challenges have an impact on their academic performance, and their accomplishments are far below what is anticipated of children their age, grade, and intellectual capacity. According to (Staff, 2020) A kid with a reading problem has difficulty reading words precisely and/or fast, as well as comprehending what they read. Dyslexia is another word for reading difficulties. Children with dyslexia may have trouble recognizing words accurately and fluently, as well as poor decoding
and spelling skills. Moreover, (Logsdon, 2022) Basic reading learning difficulties often called reading disorders, limit a person’s ability to process and comprehend individual words and text passages. Because reading ability is an early predictor of educational progress, kids with reading difficulties are at risk for low academic performance throughout their school years. If they don’t get the care they need, they may develop poor self-esteem and have severe
consequences later in life. Reading difficulties, like other learning impairments, have no remedy. However, a range of educational strategies is available to assist kids in overcoming their impediments and effectively learning to read.
This is also why reading remedial is critical. Correcting or enhancing poor abilities in a given subject is known as remedial reading. Furthermore, remedial reading is a shift in education that aids in the correction of a reading problem. According to (M., 2002) the purpose of Remedial Reading is to significantly reduce the number of learners who struggle to learn to read and write. Remedial Reading is a very successful short-term program that tutors struggling
readers one-on-one or in small groups. Remedial Reading teachers are highly qualified professionals who work closely with pupils to develop prescriptive and strategic education. Learners are freed from Remedial Reading once they have met grade-level requirements and demonstrated that they can work independently in the classroom, but they are kept closed.
Many young learners encounter difficulties in reading and for some, it is a pervasive problem. There is a new estimate that as many as 1 among 10 children have reading disabilities, such as dyslexia, that affect their academic performance as they have poor reading comprehension, reading fluency, and reading speed. What could possibly be the causes and effects of reading disabilities, and how does it affect students’ learning? The following sentences are the common causes of reading disabilities that children encounter and the effects on their learning. Students with reading disabilities experience having trouble with rhyming words and have problems memorizing numbers, letters, and word sequences. They also tend to mis-sequence sounds or syllables in a word and perceive letter and number sequences correctly but remember and recall them in a different order. They often misread and skip words and also have trouble with spelling. Other causes are repetitions, transpositions, additions, substitutions, and omissions of letters, numbers, and/or words. Having difficulties in understanding idioms, inferences, and jokes, and problems with discriminating the difference between similar sounding letters and words are also included. Dizziness, headaches, or stomach aches reported while reading is the most common cases when someone has a reading disability.
Reading disabilities affect a person’s ability to decode and comprehend individual words and passages of text. Students with reading difficulties are at risk of low academic performance throughout their school years since the reading ability is an early indicator of educational accomplishment. If they do not receive the necessary support they need, adolescents may develop poor self-esteem and unfavorable results later in life. They may experience shame, anxiety, social isolation, and sadness throughout their life. Students with reading disabilities may appear less capable of learning than they really are. Due to having difficulties in reading, students may have tremendous frustration when learning because of the extra effort they must put forth to get their work done but they are having trouble during the process. Students with reading difficulties are frequently aware that they are falling behind their classmates. The gap between their learning rate and that of their classmates might obviously have an impact on their self-esteem and motivation in school and in other aspects of life, supervised to guarantee academic success.
Reading challenges include issues with phonological processing, reading fluency or speed, and reading comprehension. Early indicators of speech and language impairments in children with reading disabilities are common. According to current research, there are three types of developmental reading difficulties that commonly overlap but can also be unique. The phonological deficit, processing speed deficit, and comprehension deficit are among the most notable types of reading disorders. Phonological deficits play a prominent role in theories of both dyslexia and Specific Language Impairment (SLI). There is considerable consensus in the dyslexia literature that phonological deficiencies are the direct cause of reading impairment, at least for the majority of dyslexic children. Even alternative hypotheses identify a phonological loss as a key mediator between other elements and reading difficulties. At least two popular
explanations about SLI rely on phonological deficits: as a mediator between impaired auditory processing and broader language impairment, or as a verbal short-term memory loss influencing morphosyntactic processing and lexical learning. These deficiencies are a more specialized version of the broader phrase “phonological deficits,” which include issues identifying all levels of linguistic structure, including syllables and rimes.
Processing speed deficit or the orthographic processing deficit is the capacity to detect and recall printed words and portions of words visually. It involves the ability to discern letter sequences and patterns quickly, as well as the ability to spell phonetically unusual words. The fusiform gyrus, which covers the temporal, parietal, and occipital lobes in the lowest section of the cortex in both hemispheres, is thought to be where orthographic processing takes place.
This is the location where letter sequences are saved and retrieved. The left fusiform gyrus is not extremely active in people with dyslexia. The most prevalent symptom of orthographic dyslexia is a very restricted visual vocabulary; few words are instantaneously recognized from their entire structure – they must be laboriously sounded out as if viewed for the first time. Children with orthographic dyslexia will struggle to learn irregular words that cannot be sounded out.
A reading impairment in which a person has difficulty understanding the meaning of words and passages of text is known as a reading comprehension disorder. Specialists may identify a reading comprehension impairment as a specific reading comprehension weakness.
Some kids with reading comprehension disorder have difficulty learning to read and pronounce words, but their greatest struggle in comprehending meaning from the text; nevertheless, many students with this learning difference are competent readers who simply have difficulty understanding what they are reading. Your child may have a specific reading comprehension
deficit if they can read a passage aloud but can’t tell you anything about it afterward.
We use reading on a daily basis, in school, in our careers, and even with just the small tasks we do in our homes such as reading product labels and prescriptions and many more, it is an essential skill one person cannot live without, survival in the fast progressive world we are currently living would not be possible without it. As teachers, it is our task to hone our students’ reading skills to prepare them for the outside world, and sometimes it cannot be helped that some of our students have trouble when developing their reading skills, therefore it is our duty to assist them with it, one way we can accomplish this is by designing specified learning materials that can cater to all their needs and issues. Specified learning materials can be a game-changer for educators for they can save a lot of time if they would start creating specified learning materials for students with reading difficulties, instead of holding interventions such as one on one reading sessions, which can take up so much of their time, they could use these materials to help them assure that every student will not be left behind, would truly understand the lesson being presented and would improve their reading skills.
Exhibiting reading difficulties as a student can be crucial to their overall development because reading disorders can have a wide range of negative consequences not only in their life as a student, but also in their life as a member of the society, because it may affect their lifetime learning, social development, and even just by doing the most basic mundane things, which are all needed to be able for a person to survive, therefore, it is our duty as teachers to help them
in ways that we can, even if it would consume a lot of our time. Creating specific learning materials that can address students’ needs and problems would be a lot of work for us, but it is the future of our students which is at stake here so we must do everything to help them solve this problem, creating specified materials can ensure the effectivity and better retention and understanding of the lesson.
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By: ALYN F. MENDIOLA|TEACHER II|BALANGA ELEM. SCHOOL|BALANGA CITY,BATAAN
