| Research shows that approximately 20 percent of | | | | decoding and word recognition stage of reading. A |
| children in the United States have substantial difficulties | | | | deficiency in these skills cannot be overcome by using |
| learning to read. As these boys and girls grow up, the | | | | context to figure out the meaning of the misread |
| problematic effects of their reading difficulties are | | | | words. |
| abundant and clear. During the early grades when they | | | | HELPING CHILDREN WITH READING DISABILITIES |
| should be learning to read, they are embarrassed by | | | | Many children that struggle to learn to read can learn |
| their difficulties. This early humiliation leads to a | | | | to read well if the appropriate instruction is provided |
| decrease in self-esteem and motivation for school. A | | | | early enough. Early intervention is critical because it |
| child can be easily frustrated and ashamed of poor | | | | unless children are identified and provided with |
| reading skills once they notice that many of their | | | | appropriate interventions by second or third grade, their |
| classmates read fluently. Many of us can probably | | | | chances of catching up in reading are reduced . It is |
| remember that the slow readers in our elementary | | | | also posssible to succeed with older students but the |
| school class were the "stupid" kids. During the later | | | | cost in both time and money is much higher. |
| grades, when students are finished learning to read | | | | A balanced instructional program composed of direct |
| and should be reading to learn, their knowledge and | | | | instruction in phonological awareness, phonics and |
| interests in other academic areas are severely limited | | | | contextual reading is necessary for gains in reading |
| because they can not readily read information and | | | | skills to be achieved. No matter how bright the child |
| texts about a given subject. | | | | and how interesting the reading material, a child will not |
| The consequences of reading failure go far beyond | | | | learn to read unless he or she understands how print is |
| academic success or failure. A significant percent of | | | | translated into sound. Likewise, no matter how much |
| children with reading disabilities drop out of school prior | | | | phonological awareness and phonics knowledge a |
| to high school graduation. Of those who do graduate, | | | | youngster has, the child will not want to engage in |
| less than 2 percent attend college, despite the fact | | | | reading and writing unless it is meaningful and taught in |
| that many are above average in intelligence. It is | | | | an interesting way. |
| recognized that half of the young adults with histories | | | | Many teachers are trained in a "one size fits all" |
| of criminal conduct have reading difficulties, and | | | | reading instruction method, which leads to reading |
| similar rates of reading failure are seen among children | | | | failure for many students. Further, it often takes at |
| with alcohol and drug abuse problems. Literacy failure | | | | least two years of failure in reading for students to |
| is not only an educational problem, it is a public health | | | | be identified in schools as having difficulties learning to |
| and economic concern. | | | | read. This is too late. |
| THE PROBLEM | | | | WHAT CAN PARENTS DOA lot! It's not enough to |
| Most reading disabilities can be observed as a person | | | | encourage your child to read, although that is also |
| attempts to read. The basic signs of disability are: | | | | important. As a parent, no one cares about your child's |
| - Struggling to decode or "sounding out" unknown | | | | well-being more than you do. Make sure that you are |
| words. | | | | aware of how they are learning to read and take note |
| - Repeated misidentification of known words. | | | | if you see any signs of a struggle. Many parents don't |
| - Hesitant reading characterized by frequent starts and | | | | wait for schools to teach their children to read and do |
| stops and mispronunciations. | | | | so at home. That can be a bit intimidating for some |
| - Lack of reading comprehension because all effort is | | | | and finding an effective reading program or phonics |
| in sounding out and not in understanding the text. | | | | software can provide a structured reading course for |
| Even individuals with mild difficulties in reading will tell | | | | you to follow. Even if it involves an investment, it can |
| you that they do not read much. This is because it | | | | be worthwhile to ensure that your child is a good |
| takes too much effort and reading is not enjoyable for | | | | reader. |
| them. Unfortunately, there is no way to skip the | | | | |