Prepared by: Ms. Jemaima H.

Hangalay

Roughly 85% of children diagnosed with learning difficulties have a primary problem with reading and related language skills.
Reading difficulties are neurodevelopmental in nature.

Most children with reading difficulties can be taught reading and strategies for success in school.

When children's reading problems are identified early, they are more likely to learn strategies that will raise their reading to grade level.

DECODING DIFFICULTY
COMPREHENSION DIFFICULTY

RETENTION DIFFICULTY

is the process by which a word is broken into individual phonemes and recognized based on those phonemes.
For instance, proficient decoders separate the sounds "buh," "aah," and "guh" in the word "bag."

trouble sounding out words and recognizing words out of context confusion between letters and the sounds they represent slow oral reading rate (reading word-by-word) reading without expression ignoring punctuation while reading

Familiarize yourself with this phoneme translation key. Then use it to read the passage on the next page. When you see Pronounce as q d or t z m p b b p ys er a, as in bat e, as in pet e, as in pet a, as in bat

We pegin our qrib eq a faziliar blace, a poqy like yours enq zine. Iq conqains a hunqraq qrillion calls qheq work qogaqhys py qasign. Enq wiqhin each one of qhese zany calls, each one qheq hes QNA, Qhe QNA coqe is axecqly qhe saze, a zessbroquceq rasuze. So qhe coqe in each call is iqanqical, a razarkaple puq veliq claiz. Qhis zeans qheq qhe calls are nearly alike, puq noq axecqly qhe saze. Qake, for insqence, qhe calls of qhe inqasqines; qheq qhey're viqal is cysqainly blain. Now qhink apouq qhe way you woulq qhink if qhose calls wyse qhe calls in your prain.

We begin our trip at a familiar place, a body like yours and mine. It contains a hundred trillion cells that work together by design. And within each one of these many cells, each one that has DNA, The DNA code is exactly the same, a mass-produced resume. So the code in each cell is identical, a remarkable but valid claim. This means that the cells are nearly alike, but not exactly the same. Take, for instance, the cells of the intestines; that they're vital is certainly plain. Now think about the way you would think if those cells were the cells in your brain.
(Excerpt from "Journey into DNA" on the "Cracking the Code" Web site, NOVA Online.)
topic

relies on the mastery of decoding; children who struggle to decode find it difficult to understand and remember what has been read.

or drawing on background experiences or understanding information stated directly on the text or implied information drawn from the text

or

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
topic

requires both decoding and comprehending what is written. This task relies on high level cognitive skills, including memory and the ability to group and retrieve related ideas. As students progress through grade levels, they are expected to retain more and more of what they read.

trouble remembering or summarizing what is read difficulty connecting what is read to prior knowledge difficulty applying content of a text to personal experiences

Involve significant impairment of reading accuracy, speed, or comprehension to the extent that the impairment interferes with academic achievement or activities of daily life.

slow reading speed poor comprehension when reading material either aloud or silently omission of words while reading reversal of words or letters while reading difficulty decoding syllables or single words and associating them with specific sounds (phonics) limited sight word vocabulary

~Home Environment ~School Environment

~Learning Block ~Hostile and Aggressive Behavior ~Learned Helplessness ~Low Self-esteem and Depression

~Hearing Impairment ~Visual Impairment ~Neurological Dysfunction

~was first recognized in the late

19th century, when it was called pure , then

~difficulty recognizing letters

and words and interpreting the printed language. ~recent studies show that dyslexic individuals have differences in brain structure and brain functioning.

~In the 1960s, educators commonly referred to reading disorder as , from the Gk. word , meaning , and the word meaning . ~Despite the long history of reading disorder, its cause is not known.

~ involves teaching students to recognize the visual form of words instantly, without further analysis

~Remember: Concrete words are easier to learn than abstract ones.

the student first learns individual letter sounds and then how to blend letters sounds or groups of letter sounds into a whole word. Example: r-a-t = rat

students learn whole words that contain regular phonics patterns. ~Words are not broken apart, but by representing the words over and over again in a pattern such as at, bat, cat or run, sun, fun, the students begins to form generalizations about sound regularities.

are built upon the premise that stimulation of several sensory avenues reinforces learning.

~is academically focused and teacher controlled. ~involves direct teaching of basic skills by using a structured sequence, clear goals, and continuous evaluation. ~required very specific step-by-step procedure and emphasizing drill, and repetition.

THANK YOU!!!