1. Poor decoding.

2. Poor automaticity.

3. Poor fluency. This includes rushing past commas instead of pausing (machine
gun reading). This can produce situational dyslexia, easily corrected).

4. Guessing when stumped instead of backing up and sounding out text (trying
different possible pronunciations if necessary):

A. At an individual word.
B. Cognitive dissonance.
C. Cognitive projection.

5. Cognitive projection as one reads regularly.

6. No or poor use of auditory memory.

7. No or poor use of visual memory.

8. No thinking about what the sentence means. Not reading by punctuation interval
and thinking about the relationship of each punctuation interval in the sentence
to the next.

9. No sensing music of sentence.

10. No hearing an inner voice.

11. Subvocalization and lip reading; not reading fast enough.

12. Reading too fast.

13. No outlining (for preview and use during reading or review).

14. No review as one reads by having each sentence repeated.

15. Blaming real physical issues for what is often just a simple lack of proper
modeling: lisp, speech defect. One can quickly learn to speak words correctly.

16. Poor and limited use of dictionary due to six problems which are easily
corrected.

17. Improper lighting of text; contrast and brightness problems.

18. Physical discomfort while reading/typing (easily corrected):

A.Books are not automatically held open at the right height and distance while
you sit upright and relaxed, with proper neck, back and shoulder support
(instead, reader crouches over book).
B.Head is turned back and forth from paper to monitor when typing. Keyboard,
monitor and printed text should all be in-line.