Essentially, a reading disability is pretty self-explanatory: it's any condition that causes a person to be inhibited from reading, whether that be with perception or comprehension of written material. Most reading disabilities are lumped together under one common term, called dyslexia.

Dyslexia

Dyslexia is a neurological condition wherein the brain has difficulty with language processing. Common symptoms of dyslexia are difficulty with spelling, problems with phonological processing, and issues with word decoding and reading comprehension.

Dyslexia can be either genetically transmitted or acquired. Some people have it from birth, and some can acquire it as adults, often after some type of brain injury.

Overall, dyslexia is quite common among children. Research has shown that around 7% of children present signs of dyslexia, with other estimates ranging from 5-10%.

ADHD

Attention-Deficit/Hyperactivity Disorder, or ADHD, can also affect early literacy skills. Two classic symptoms of ADHD are inattention (inability to maintain focus) and hyperactivity (constant movement and fidgeting). The combination of the two can cause children to lose focus quickly during reading comprehension tasks, causing them to not commit the information to memory and potentially negatively impacting literacy skills.

ADHD and dyslexia can also co-occur in children, producing a unique set of symptoms that exacerbate literacy difficulties.

Children with reading disabilities face many additional difficulties in learning crucial literacy skills.

Dyslexia can affect literacy in many ways, from reading to writing to spelling to phonology. Each dyslexic child may present different symptoms; it's not a monolithic disorder. Those who have trouble with word decoding are likely to struggle with both reading and writing, for example, while some may struggle with one and not the other. However, any instance of dyslexic symptoms inevitably impedes some aspect of literacy, so it's an issue that needs to be addressed.

ADHD can also affect literacy by providing a roadblock in the path of traditional teaching methods. Children with ADHD are less likely to be able to pay attention to typical reading comprehension activities, potentially causing them to miss out on crucial information.

The upshot of all this is that children with reading disabilities may not benefit equally from traditional intervention methods. Programs such as HELPS and questioning during reading are designed for children without reading disabilities, and may not be helpful in circumstances where dyslexia or ADHD threatens to overwhelm these programs' positive impact. It's likely that programs need to be designed specifically for these students who have special reading needs.

With the advent of computers in education, additional possibilities have surfaced that could be effective in providing learning tools for children with reading disabilities. In 2011, a group of researchers decided to test the effectiveness of a computer-assisted reading intervention (CARRI) program in a population of children at high risk for reading disabilities, as compared to a regular remedial intervention (RRI) program.

CARRI

The fundamental principle of CARRI is its reliance on a computer program called 'Grapho-Game.' The game is intended to provide an intensive learning environment where the students are trained in basic reading skills using individualized repetition.

Core concepts of CARRI include the development of phonemic awareness, and decoding skills and understanding letter-sound relations. The computer game it relies on also develops an individualized learning network for each student, assessing their learning abilities and adjusting the program accordingly.

Results

The researchers assessed students that were at high risk for learning disabilities, using a screening reading assessment. Of this group, they divided the sample into two: one half received the CARRI intervention, while the other half received the RRI intervention.

After 28 weeks of training, the group that went through the CARRI program showed significant improvements in letter knowledge, reading accuracy, reading fluency and spelling, whereas the RRI group showed much less improvement. Critically, the improvement from the CARRI group was maintained even 16 months after the training had concluded.

This research proves that computer-based intervention techniques can be absolutely invaluable in improving the literacy skills of children at high risk of reading disabilities. Given that so many children suffer from this condition, it's critical that programs such as this be implemented to give these children as much opportunity as possible to develop the skills needed to manage their disabilities.