ENG 9_reading difficulty.pptx

7/27/2019 ENG 9_reading difficulty.pptx

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Reading difficulties


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Reading ProcessDecoding

Comprehensionretention


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DECODINGProcess by which a word is broken intoindividual phonemes and recognizedbased on those phonemesThe root of most reading problems


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Signs of decoding difficulties

trouble sounding out words and recognizingwords out of contextconfusion between letters and the soundsthey representslow oral reading rate (reading word-by-word)reading without expression

ignoring punctuation while reading


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Comprehension

Comprehension relies on the mastery ofdecoding.Children who struggle to decode, find it

difficult to understand and remember whathas been read.


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Signs of comprehension difficulty

confusion about the meaning of words andsentencesinability to connect ideas in a passageomission of, or glossing over detaildifficulty distinguishing significantinformation from minor details

lack of concentration during reading


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RETENTION

Requires both decoding andcomprehending what was writtenrelies on high level cognitive skills,including memory and the ability togroup and retrieve related ideas


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Signs of retention difficulty:trouble remembering or summarizingwhat is read

difficulty connecting what is read toprior knowledge


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Early signs of reading difficulties

A parent may be the first person in achild's life to recognize a reading

problem.A parent's observation is criticalbecause some of the earliest signs thatforeshadow a reading difficulty can beseen during preschool andkindergarten years.


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Difficulty manipulating sounds in words isone of the hallmark characteristics ofreading difficulties and can be seen at ayoung age.

Often children who had repeated ear

infections or speech delays during their early years eventually have troublelearning to read. Children who havearticulation problems or are late to talk, ascompared to peers, should not onlyreceive a speech and hearing screeningduring the preschool years but should be

monitored for possible reading difficulty.


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Trouble making associations betweensounds and letters . Problems includedetecting differences in speech soundsand performing tasks that require this skill,such as:

Pronouncing new words and rememberingthemBreaking words apart into soundsBlending sounds together to make wordsRemembering the names and sounds of theletters


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If you ask your first grader to read aloud toyou and he resists doing so, this may be awarning that there's a problem. Childrenwho struggle often find reading is such abelabored process they avoid it.

By the middle of first grade your childshould be able to read at least 100common words, such as the , and , andis , and know the letter-soundassociations well enough to read wordsin simple books.


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Watch for these warning signs as you listen toyour child read aloud:

Doesn't know the sounds associated withall of the letters

Skips words in a sentence and doesn't stopto self-correctCan't remember words; sounds out thesame word every time it occurs on thepageFrequently guesses at unknown wordsrather than sounding them out


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A child who is struggling in readingdoesn't necessarily mean there is aserious problem. Learning to read is a

complex process that doesn't occur overnight for most children; it takestime and plenty of direct, systematic

instruction.


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Thank You.GODBLESS

Prepared by:Krizsha Joy G. ParaisoBSED III- English

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ENG 9_reading difficulty.pptx