Examples of Reading Difficulties

• Difficulty finding and retaining important information in reading assignments or tests

• Difficulty reading with speed and precision

• Problems visually blending letters into words

• Problems perceiving individual letters or words accurately

• Weaknesses in noticing all the relevant words in a question, identifying key words, and/or developing “skim and scan” skills

• Problems with skipping lines of text

• Difficulty tracking from left to right

• Difficulty tracking while reading

• Difficulty with letter identifications (m looks like n & p looks like q, difference between inl and imp is difficult)

• Reversing letters and transposing words (saw-was) may occur

• Omissions, and additions while reading may occur

Reading Strategies:

• Teach common visual patterns within words (e.g., prefixes and suffixes)

• Highlight useful information while reading

• When choosing books for young children, find books containing pictures that are not too ‘busy’. Young children especially in the first year need simply drawn picture books. Try finding books with photographs of objects on a white background. This will help the child connect the 3D with the 2D, and will not have a distracting background. Once they easily recognize photographs, only then should abstract drawings and paintings be introduced

• Focus on the most frequently misperceived words and point out differences to develop this skill

• Make flash cards with a correct letter on one side and an incorrectly formed letter on the other side. Have the student try to draw the letter correctly, then turn over the card to see if it is right. Have them write in sand or with finger paint to make it more fun.

• Some helpful activities for building an understanding of individual sounds:

1. Say and push: The teacher dictates a word such as bat. The student uses manipulatives (buttons, cubes, counters, etc.) to push for each sound in the word. The teacher should stretch the word out when dictating (baaaaaaaaat). The student should push a manipulative (counter) up for each sound they hear. It may be necessary for the teacher to demonstrate.

2. Say and tap: the teacher dictates a word. The student taps, claps, hops, etc. for each sound they hear in the word. The teacher may need to demonstrate until the student has an understanding.

3. Have students clap the syllables in a word.

• Offer repeated exposure to the letter-sound relationships he/she does not know. This should be quick-paced and frequent.

Accommodations:

• Create a “window” made from cutting a rectangle in an index card to help keep the relevant words, sentences, etc. in clear focus while blocking out much of the peripheral material which can become distracting

• Use an index card or marker when reading to blot out distraction of other words

• Use a ruler or other straightedge to help keep relevant words, sentences in focus, while blocking out the peripheral material

• Use color overlays for reading material