ALTERNATIVE LEARNERS

Dyslexia and Reading Difficulties

Dyslexia is a specific Learning Disability characterized by difficulties in word recognition, decoding, fluency, and comprehension. These weaknesses are often connected to problems with phonological processing, and as a result, these children may struggle with spelling, writing, and speech. Approximately 5 to 8 percent of elementary school children have a Reading Disability, and research indicates that dyslexia has neurological and genetic roots.

The diagnosis of dyslexia occurs when children have reading difficulties that are unexpected based upon their cognitive abilities. While reading difficulties are frequently observed as early as the age of 4 or 5, dyslexia is often not diagnosed until children reach second or third grade, due to developmental and educational issues. Even at that time, the diagnosis is made only when there is a large discrepancy between cognitive abilities and performance in reading. 

For each child given a diagnosis of dyslexia, there are many other children who might be described as struggling readers. Some of these struggling readers might have been diagnosed as dyslexic if not for intensive reading intervention already received. Others with reading difficulties have not received any assistance or continue to struggle with the type of instruction that they have received. For more information on dyslexia, we refer you to the following websites.

Reading difficulties have an enormous impact on a child’s performance in school as almost all academic subjects require reading and writing skills.  Some children simply perform tasks of reading very slowly, often with the result of falling behind their peers in completing class work and homework.  This can make it difficult for children to learn in other content areas where they have great interest, such as science or history.

Many children who are described as having problems paying attention, being bored, or avoiding doing schoolwork have significant difficulties in reading. They often have difficulty getting started on tasks due to problems in following directions or to a lack of confidence in their ability to complete tasks effectively. Problems in remembering directions and sustaining their effort to tasks that they find to be overwhelming are common. These children often develop a negative attitude about school, and homework can be “a nightmare” for both the kids and their parents.

Many of these children experience significant frustration with their efforts at school, particularly when they have average to above average abilities in other areas of their lives. They are bright enough to understand the contrast between their skills and capacities in other areas such as hands-on tasks or nonverbal learning. Self-esteem issues, frustration and irritability at school, and poor time management (due to avoiding tasks) are common. 

Traditional strategies for addressing dyslexia and reading disabilities include training in phonological processing and programs such as Orton-Gillingham, and the Wilson Reading System are commonly used. Teaching fluency in reading comprehension through small-group reading programs is also very helpful. Presentation of information in a multi-sensory manner using pictures, diagrams, and hands-on activities also aids in reading skills. Any strategies that help children to enjoy reading and make reading fun will be important. Many of the children who make improvements in their reading skills ultimately learn that they will need to put more time and effort into this than their peers who read easily. 

Digital technologies can be very helpful in developing both language and reading skills. Something as simple as watching an educational television program or a movie with a child and then discussing some of the content and vocabulary used within the program is very helpful. After this type of discussion, children may benefit from re-watching a particular show or movie. The use of educational DVDs, the Internet, and television shows that supplement children’s school-based content can also be very helpful. For example, children studying biology may benefit from a wide range of television shows about nature.

There are many Internet and software programs to enhance reading skills.  Programs such as Head Sprout have research support to demonstrate their effectiveness for youngsters with reading and attention problems. Many other computer games and software, which are generally designed for fun and entertainment, require reading in order to be successful. This “reason to read” is often an extremely useful tool for children. Internet homework sites such as readingrockets.org, books on CD, books online that highlight words and then read them for children, and practicing reading and writing skills (albeit in a slightly different language) through instant and text messaging may also be helpful.

There are also neurotechnology strategies that are promising tools in developing reading skills. Cogmed Working Memory Training has been reported to be helpful in developing reading comprehension skills. A pilot study using the video game Dance, Dance Revolution was also shown to be helpful in developing reading skills in youngsters with Attention Deficit Hyperactivity Disorder.

Digital Technologies and Strategies:

Learning Disabilities and Learning Difficulties Digital Technology List

• Keyboards for the classroom, including tools such as laptop computer or an Office Smart
• Voice recognition systems such as Dragon Naturally Speaking, Franklin Spell
  
  Strategies to increase visual processing, including:

• Cogmed Working Memory training
• Dance, Dance Revolution
• Kurzwell 3000
• Franklin Speller
• Computer software for reading, such as:
• Reader Rabbit
• Reading Blaster