reading difficulties

Mariano Marcos State University
COLLEGE OF TEACHER EDUCATION
Laoag City

in Partial
Fulfillment of the Requirement
For the Course Education 127-Developmental Reading

“READING DIFFICULTIES AMONG CHILDREN”

September 2012

iTABLE OF CONTENTS PAGE
Title Page i
Table of Contents ii I. INTRODUCTION 1
II. OBJECTIVES 1
III. READINGS/DISCUSSION
A. Nature of reading difficulties 2
B. Characteristics of reading difficulties 2
1. Difficulty manipulating sounds in words 2
2. Reading problems 3
3. Written language deficits 3
4. Math underachievement 4
5. Social skills deficit 4
6. Attention problems and hyperactivity 4
7. Behavioral problems 5
C. Causes of reading difficulties 5
1. Brain damage or dysfunction 5
2. Heredity 6
3. Environmental factors 6
D. Ways to prevent reading difficulties 7
1. Influencing parents and family 7 ii 2. Teaching parents to teach children 8
3. Developing phonological awareness 8
IV. CONCLUSION 9
V. BIBLIOGRAPHY 10

ii
Introduction
It has often been assumed that given appropriate instruction, children with intellectual disability can reach a level of achievement in reading commensurate with their level of mental development. This paper reviews evidence to the contrary, with particular reference to the skills required for word recognition. Similarities between specific reading disability and reading difficulty in children of low intelligence are noted, especially in deficits in short‐term memory. Much of the research with children with an intellectual disability has focused on the teaching of sight‐word recognition; however, studies of decoding skills indicate that ability to acquire and use knowledge of spelling patterns is a major problem underlying difficulty in