Disabilities in Reading
What is a reading disability?
An individual who suffers from a reading disability displays difficulty with reading. Reading disabilities are mainly classified into three categories: dyslexia, hyperlexia, and alexia. While they all fall under the same umbrella term, there are many key differences in the symptoms and severity of each disorder.
Individuals who suffer from dyslexia read at levels significantly lower than expected. People with dyslexia often struggle to read words aloud, understand written words, and name objects quickly. They are usually born with this condition. In contrast, alexia (acquired dyslexia) is when someone loses the ability to read after a stroke or an injury to the area of the brain involved with reading. Hyperlexia is a disorder where an individual has advanced reading skills but struggles to understand words when they are read or spoken aloud. They may also suffer from cognitive or social problems.
Dyslexia is the most common reading disability in children; approximately 80-90 percent of children with reading disabilities suffer from it. In the case of dyslexia or developmental reading disorders, the causes are categorized as:
A phonological deficit, where an individual has a problem processing spoken language.
Processing speed/orthographic processing deficit, affecting the speed and accuracy of an individual’s printed word recognition.
Comprehension deficit, often coinciding with the first two causes, but specifically found in children with social-linguistic disabilities, vocabulary weaknesses, generalized language learning disorders, and learning difficulties that affect abstract reasoning and logical thinking.
If a student has a prominent and specific weakness, then they are said to have a single deficit. If they have a combination of two deficits, they are classed as having a double deficit. About 30 percent of all children with dyslexia also have attention deficit hyperactivity disorder (ADHD).
The best methods to diminish the effects of a reading disorder involve early instruction in language and reading to improve basic reading and comprehension skills. Assistive technology such as audiobooks, text-to-speech programs, and speech-to-text programs can be used to assist in this process. In the United States, Individualized Education Programs (IEPs) are available for children aged three and above who require special attention in certain areas. Therapy sessions with a child psychologist and occupational therapist may also help and medication can be used to alleviate the severity of hyperlexia.
Modern technology has helped people turn their disabilities into positive aspects of their lives and made their life journeys more successful. With the assistance of modern technology, students with disabilities have enjoyed the benefits and the experience of falling in love with reading.
References
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Ostrolenk, A., Forgeot d’Arc, B., Jelenic, P., Samson, F., & Mottron, L. (2017). Hyperlexia: Systematic review, neurocognitive modeling, and outcome. Neuroscience and Biobehavioral Reviews, 79, 134–149. Retrieved August 19, 2019, from https://www.ncbi.nlm.nih.gov/pubmed/28478182
American Speech-Language-Hearing Association. (n.d.). Disorders of reading and writing. Retrieved August 19, 2019, from https://www.asha.org/Practice-Portal/Clinical-Topics/Written-Language-Disorders/Disorders-of-Reading-and-Writing/
Landi, N., & Ryherd, K. (2017). Understanding specific reading comprehension deficit: A review. Language and Linguistics Compass, 11(2), e12234. Retrieved August 19, 2019, from https://www.ncbi.nlm.nih.gov/pmc/articles/PMC6051548/
Moats, L, & Tolman, C (2009). Excerpted from Language Essentials for Teachers of Reading and Spelling (LETRS): The Challenge of Learning to Read (Module 1). Boston: Sopris West.