PORALAN, JANUARY G.

MALT-ENGLISH

INTRODUCTION

Reading is a complex developmental challenge that we know to be intertwined

with many other developmental accomplishments: attention, memory, language,

and motivation, for example. Reading is not only a cognitive psycholinguistic activity

but also a social activity. However, it is the area in literacy in which the greatest gains

are made. This is heartening information for those starting out as literacy tutors.

Reading, still, is a very complex skill to develop. Fluent reading is so automatic that

the skilled reader is unaware of the many features involved. Also, it requires

understanding, or comprehending, or the meaning of print. Readers must develop

certain skills that will help them comprehend what they read and use this as an aid to

reading. Comprehensibility in writing is related to comprehension in reading.

Comprehension skills are the ability to use context and prior knowledge to aid reading

and to make sense of what one reads and hears. So ‘Reading Comprehension’ is the

ability to grasp something mentally and the capacity to understand ideas and facts.

Comprehension is based on knowledge that reading makes sense; reader’s prior

knowledge; information presented on the text; and the use of context to assist

recognition of words and meaning.

 Reading disorders occur when a person has trouble with any part of the

reading process. Dyslexia is the common disorder that we often encounter. This

disorder is present from a young age and usually result from specific differences in the

way the brain processes language. There are many different symptoms and types of

reading disorders, and not everyone with a reading disorder has every symptom.

People with reading disorders may have problems recognizing words that they

already know and may also be poor spellers.

A related problem is Alexia, or an acquired inability to read. Unlike most

reading disabilities, which are present from when a child starts to learn to read, people

with alexia were once able to read but lost the ability after a stroke or an injury to the

area of the brain involved with reading.

Hyperlexia, however, are characterized by word-reading ability well above

what would be expected given their ages and IQs. It can be viewed as a superability in

which word recognition ability goes far above expected levels of skill. However, in

spite of few problems with decoding, comprehension is poor. Some hyperlexics also

have trouble understanding speech. Most or perhaps all children with hyperlexia lie

on the autism spectrum.

Aphasia is an inability to comprehend and formulate language because of

damage to specific brain regions. This damage is typically caused by a cerebral

vascular accident (stroke), or head trauma, however these are not the only possible
causes. To be diagnosed with aphasia, a person's speech or language must be

significantly impaired in one (or several) of the four communication modalities

following acquired brain injury or have significant decline over a short time period

(progressive aphasia). The four communication modalities are auditory

comprehension, verbal expression, reading and writing, and functional

communication. The difficulties of people with aphasia can range from occasional

trouble finding words to losing the ability to speak, read, or write; intelligence,

however, is unaffected. Expressive language and receptive language can both be

affected as well. Aphasia also affects visual language such as sign language In

contrast, the use of formulaic expressions in everyday communication is often

preserved. One prevalent deficit in the aphasias is anomia, which is a deficit in word

finding ability.

The term aphasia implies that one or more communication modalities in the

brain have been damaged and are therefore functioning incorrectly. Aphasia does not

refer to damage to the brain that results in motor or sensory deficits, which

produces abnormal speech; that is, aphasia is not related to the mechanics

of speech but rather the individual's language cognition (although a person can have

both problems). An individual's "language" is the socially shared set of rules as well as

the thought processes that go behind verbalized speech. It is not a result of a more
peripheral motor or sensory difficulty, such as paralysis affecting the speech muscles

or a general hearing impairment.

Dyscalculia is difficulty in learning or comprehending arithmetic, such as

difficulty in understanding numbers, learning how to manipulate numbers, and

learning facts in mathematics. It is generally seen as a specific developmental

disorder. Dyscalculia can occur in people from across the whole IQ range – often

higher than average – along with difficulties with time, measurement, and spatial

reasoning. Mathematical disabilities can occur as the result of some types of brain

injury, in which case the proper term, acalculia, is to distinguish it from dyscalculia

which is of innate, genetic or developmental origin.

Attention deficit hyperactivity disorder (ADHD) is a mental disorder of

the neurodevelopmental type. It is characterized by problems paying attention,

excessive activity, or difficulty controlling behavior which is not appropriate for a

person's age. The symptoms appear before a person is twelve years old, are present

for more than six months, and cause problems in at least two settings (such as school,

home, or recreational activities). In children, problems paying attention may result in

poor school performance. Although it causes impairment, particularly in modern

society, many children with ADHD have a good attention span for tasks they find

interesting.
 In Remediation includes both appropriate remedial instruction and classroom

accommodations. Early, intensive instruction in language and different aspects of

reading by specialized teachers is the best way to improve reading skills. The most

appropriate treatment strategy depends on the needs of the individual. Reading

disorders cannot be cured, but people with these disorders can overcome specific

problems, learn to read, and improve fluency and comprehension with proper

instruction, especially if they receive help and instruction early.

Special teaching techniques can include helping a child learn through

multisensory experiences and by providing immediate feedback to strengthen a

child's ability to recognize words. Some can use Classroom modifications. For

example, teachers can give students with dyslexia extra time to finish tasks and

provide taped tests that allow the child to hear the questions instead of reading them.

On the other hand, Use of technology with dyslexia may benefit from listening to

books on tape or using word-processing programs with spell-check features. For

Visual techniques, teachers can draw pictures of word problems and show the

student how to use colored pencils to differentiate parts of problems. Also, Use of

memory aids like rhymes and music are among the techniques that can be used to

help a child remember math concepts. Use of computers with dyscalculia child can

use a computer for drills and practice.

 A child with a learning disability may struggle with low self-esteem,

frustration, and other problems. Mental health professionals can help the youngster

understand these feelings, develop coping tools, and build healthy relationships.

Children with learning disabilities sometimes have other conditions such as ADHD.

These conditions require their own treatments, which may include therapy and

medications.

What I have learned in readings is disabilities is a field that is constantly

changing. Reading Comprehension can be extremely difficult for students with

learning disabilities, but with the amount of resources, assistive technology devices,

support of parents, and us, students can still succeed. Whether the child has a

language, visual or audio impairment that affects their reading comprehension skills,

they all have other areas of strengths that allow them to access the information in

ways that we can reach out to. If I have learned anything from my effort, it is that

effective teachers are able to craft a special mix of instructional ingredients for every

child we work with. Childhood environments that support early literacy development

and excellent instruction are important for all children. Excellent instruction is the best

intervention for children who demonstrate problems learning to read.