aa COLLEGE OF EDUCATION

Visca, Baybay City, Leyte, PHILIPPINES

Telefax: 563 -7527
Email: education@vsu.edu.ph
Website: www.vsu.edu.ph

Sped 17n (Foundation of Special and Inclusive Education)

A.Y 2022-2023

LEARNERS WITH READING IMPAIRMENT

The inability of a particular child to read is the most commonly known deficit, and this
classify as Reading Impairment. Learners with reading impairments are usually those
children who cannot recognize phonics or sound relationships, which is one of the
reasons why a child finds it hard to read at all. This learning impairment in reading can
greatly affect how a child comprehends text or information, word accuracy, and
especially fluency. This could impact several academic domains, so that the individual
is unlikely to learn those skills without ongoing intensive, individual, and specialized
teaching for most of the school years ( Mindyra.com,undated).

Given these difficulties, it is noted that they need more attention from the teachers in
order to monitor their behavior and other factors that could possibly affect the learning
process. As there are already various interventions to help children with this type of
impairment, however, it also depends on the needs of the child to determine what
effective instructions are necessary for teachers to offer for better results, although
reading impairments in general cannot be cured. Thus, today’s topic will be all about
Learners with Reading Impairment; definition of Reading Impairment, types of Reading
Impairment, Factors of Reading Impairment, and Interventions for Reading Impairment.

Dyslexia is the most well-known reading disorder. It specifically impairs a person's

ability to read.

Research indicates that there are three different types of reading disabilities.

The Literacy Processing Triangle

Students can have a Reading Disability that is specifically related to:

1 - A PHONOLOGICAL DEFICIT
This means that students are struggling with the sound structure of our language. They
have a difficult time breaking words into syllables, sounds, or blending syllables and
sounds to create words. They may struggle to hold onto sounds long enough to read
and spell using a phonetic approach and so they rely on visual memory often guessing
at words based on how the words look. This is where you may start to see spelling
errors like “saw” for “was” or other full word transpositions.

2 - AN ORTHOGRAPHIC OR PROCESSING SPEED DEFICIT

This means that students are struggling with the visual print structure of our language.
They are struggling to look at letters and quickly recognize what that letter (or letter
group) is in order to pair a sound. They may struggle with letter reversals such as
b/d/p/q or recognizing the difference between t, th, tch, or tion since each of those pair
with a different sound. Often students get to a point in which they can recognize the
letters but they aren’t processing quickly enough to complete the literacy processing
triangle loop with the speed and accuracy necessary for connected text reading.

3 - A COMPREHENSION OR LANGUAGE DEFICIT

This means that students are struggling with understanding what the words mean after
they’ve read or heard the word. This can be a breakdown in vocabulary knowledge or
in higher-order language knowledge. For example, the student may have solid concrete
vocabulary but may not understand multiple-meaning words (like rock - which can be
used as a noun, verb, and an adjective all with different meanings!) or they may struggle
to comprehend when listening to or reading information presented in paragraphs
because they struggle to identify the main idea or to make inferences/predictions with
that information.

Using the Literacy Processing Triangle along with the Five Essential Components of
Reading identified by the National Reading Panel, intervention programs should target:

1. PHONOLOGICAL AWARENESS (IDENTIFYING HOW WORDS BREAK INTO

SOUNDS)
2. PHONICS (PAIRING LETTER SOUNDS WITH THE SYMBOL OF THE LETTERS)
3. VOCABULARY INSTRUCTION
4. READING FLUENCY
5. COMPREHENSION

Initially, Reading Impairment means that there is a malfunctioning in the organ of the
body, specifically the brain that affects the reading and comprehension ability of the
leaners. However, impairments, disability are often interchangeably use and it creates
confusion of definition and misalignment of intervention. One way to help us
understand the different aspects in the area of special needs is by clarifying terms. This
also helps us in untangling confusions, correcting misconceptions and busting myths.
We develop a better grasp of the types, factors, and intervention to help and assist
individuals with special needs the moment we distinguish these different terms from
one another. (ACC Special Needs Education, 2018). The often-cited definitions of
these terms are provided by the World Health Organization (1980) in The International
Classification of Impairments, Disabilities, and Handicaps. Impairment is defined as
“any loss or abnormality of psychological, physiological or anatomical structure or
function.” Disability, on the other hand, means “any restriction or lack (resulting from
an impairment) of ability to perform an activity in the manner or within the range
considered normal for a human being.” Lastly, handicap is defined as “a disadvantage
for a given individual that limits or prevents the fulfillment of a role that is normal.”

For example, Dyslexia is an example of learning impairment, a reading impairment in

particular. Let’s say the student has an above-average intelligence as well as good
vision and hearing. Therefore, the impairment is the brain’s inability to decode words
to be able to read. The brain cannot correctly associate the sounds with the letter
symbols. The inability to read is now the student’s learning disability. It can be improved
by employing specific intervention programmes such as multi-sensory instruction in
teaching reading. The person may experience various learning handicaps in school,
and he or she may fail in class. For example, the student may not be able to complete
the reading requirements in class. However, if certain adjustments are provided for the
learner, such as taping lectures and listening to books on audiotapes, then he or she
may fare well, similar to his or her peers. This will decrease the student’s handicap and
will not interfere with his or her progress in school.

Impairment has also different types, but the most common one is Reading Impairment.
Specifically, in the Diagnostic and Statistical Manual of Mental Disorders, Fifth Edition
(DSM-5), the diagnostic term “Specific Learning Disorder with Impairment in Reading”
is used as outlined in Module 1 for individuals who experience difficulty with word
reading accuracy, reading rate or fluency, or reading comprehension. Children with
reading disabilities have average to above average intellectual abilities but experience
a lot of trouble with reading. Thus, these difficulties affect how they perform in school,
and their achievements fall well below what is expected for children of their age, grade,
and intellectual ability.

Significantly, reading impairment is commonly noticeable inside the classroom and

multiple types of impairment are diagnosed from learners. Likewise, (1) Dyslexia the
most well-known reading disorder, often have a hard time sounding out words,
understanding written words, and naming objects quickly. (2) Hyperlexia a disorder
where people have advanced reading skills but may have problems understanding
what is read or spoken aloud. (3) Phonological deficit, a core problem in the
phonological processing system of oral language. (4) Processing speed/orthographic
processing Deficit, affecting speed and accuracy of printed word recognition. (5)
Comprehension deficit, or trouble understanding the meaning of words and passages
of writing. Plus, there are related and coexisting problems in learners with reading
disabilities such as: faulty pencil grip and letter formation, attention problems, anxiety,
task avoidance, weak impulse control, distractibility, problems with comprehension of
spoken language, and confusion of mathematical signs and computation processes.

These difficulties and impairments have underlying factors why these develop and
affect the learners. Factors including,
(1) Family history of reading problems. Because reading difficulties have a large
biological component—in other words, reading difficulties run in families, and having a
parent who has struggled with reading puts a child at risk genetically for also having
reading problems.

(2) Parent who struggled in school or with reading. first learning is done at home and
so it is vital that the more knowledgeable others within the family knows more in order
to impart knowledge to the child. If the parents in most cases, do not know how to read,
there is a big possibility that the child could not develop his/her reading skills
accordingly.

(3) Child who struggles with spoken language. Children who suffers with
communication and speaking may lead to reading failures.
(4) Problems with attention, behavior or emotions. Emotional perspectives are also an
inferring factor to child's reading development. If a child is emotionally unstable, he/
she might not be able to focus on practicing his reading skills.

(5) Few books at home. Tradebooks and textbooks are essential tools in reading
development. Studies suggested that there is an affective factor of not having access
to books at home and one of which is poor reading ability.

(6) Few family members who talk, read, and sing with him every day. Interaction and
connection is vital to child's reading development. If a child is not acquainted with love
and compassion, there is a negative impact especially in his/her reading development.

(7) Frequent absences from school. Absenteeism is one of the dominant factors why
children have poor reading skills and comprehension. The child cannot be able to learn
more if he/she is not always around the school premises.

(8) Impoverished exposure to language and early literacy activities. Lack of exposure
to linguistic acquisitions and literary works could diminish the child's reading ability.

(9) Lack of adequate instruction. Poor instructions and motivational directions could
lead to poor reading ability among children.

(10) They are expected to attend schools in which achievement is chronically low.
School is vital within the child's holistic growth, and if the establishment lacks adequate
support in academics and benefits to the child, holistic skills like reading is affected.

(11) They reside in low-income families and live in poor neighborhoods. External factors
like insufficiency of monetary budget and inaccessible facilities may also affects the
child's reading development.

Over the years adequate interventions are develop to combat and remedy reading
impairments in learners. These interventions are:

(1) Use Data to Determine Eligibility and Inform Instruction. Teachers must determine
which students are eligible for intervention. Teachers can use various assessment
results to compare students' performance in lower grades to the national norm. Once
teachers have identified students who require intervention, they can use various
assessments to identify the students' strengths and weaknesses, monitor how the
students are progressing with the targeted instruction, and adjust instruction as
needed.
 (2) Deliver Explicit Systematic, and Cumulative Instruction. Whether it's foundational
literacy skills, fluency, vocabulary, or comprehension instruction, explicitly explaining
all concepts in both whole-group and small-group settings is critical for comprehension.

(3) Provide Scaffolded Independent Reading Practice. Teachers can increase student
engagement by providing a variety of interactive and independent reading activities.
Such as self-agility, digital classroom libraries, comprehension quizzes, and book
clubs.

(4) Give strugglers equal time spent reading as their more confident peers. It is
important to make sure that all kids in the classroom spend a significant amount of time
reading materials. Additionally, it's important to provide children a variety of reading
options so they can develop a connection to books they find engaging. More reading
time is also the best strategy to assist struggling students in improving.

(5) Engage them in small-group reading experiences and avoid whole-group

instruction. Reading learners who struggle require targeted, one-on-one training. The
small reading group is appropriate for education that is strategy-focused.
Achievements can be acknowledged and needs could be met right away in smaller
reading groups. Children acquire from working in pairs because they can exchange
knowledge and occasionally act as mentors and teachers.

(6) Make reading lessons meaning focused rather than skills focused. Encourage the
children to read with consideration. Students should be reminded that the purpose of
both reading and writing is to engage with the ideas, challenge them, and reflect on
them rather than simply recall what was said in the text. Encourage students to draw
connections and participate in in-depth discussion about the material.

Summary

Initially, Reading Impairment means that there is a malfunctioning in the organ of the
body, specifically the brain that affects the reading and comprehension ability of the
leaners. However, impairments, disability are often interchangeably use and it creates
confusion of definition and misalignment of intervention. The often-cited definitions of
these terms are provided by the World Health Organization (1980) in The International
Classification of Impairments,

Disabilities, and Handicaps. Impairment is defined as “any loss or abnormality of

psychological, physiological or anatomical structure or function.” Disability, on the other
hand, means “any restriction or lack (resulting from an impairment) of ability to perform
an activity in the manner or within the range considered normal for a human being.”
Lastly, handicap is defined as “a disadvantage for a given individual that limits or
prevents the fulfillment of a role that is normal.” Significantly, reading impairment is
 commonly noticeable inside the classroom and multiple types of impairment are
diagnosed from learners. Likewise, Dyslexia, Hyperlexia, Phonological deficit,
Processing speed/orthographic processing Deficit, and Comprehension Deficit.
Naturally, these difficulties and impairments have underlying factors why these develop
and affect the learners. Factors including, Family history, Parent who struggled in
school or with reading, Child who struggles with spoken language, Problems with
attention, behavior or emotions, Few books at home, Few family members who talk,
read, and sing with him every day, Frequent absences from school, Impoverished
exposure to language and early literacy activities, Lack of adequate instruction, They
are expected to attend schools in which achievement is chronically low, and They
reside in low-income families and live in poor neighborhoods. Nonetheless, over the
years adequate interventions are develop to combat and remedy reading impairments
in learners. Likewise, Use Data to Determine Eligibility and Inform Instruction, Deliver
Explicit

Systematic, and Cumulative Instruction, Provide Scaffolded Independent Reading

Practice, Give strugglers equal time spent reading as their more confident peers,
Engage them in small-group reading experiences and avoid whole-group, and
Make reading lessons meaning-focused rather than skills-focused. Then, through
a 2-3 minutes role-play students will show what they learned from the types of
reading impairment and how they will specifically apply the interventions for each
reading impairment.

References
- 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.
https://www.readingrockets.org/article/typesreadingdisability?fbclid=IwAR3nk7N5o
3stFxk1BlUmJLqMP2aNG06kPWUtb6RRe vE90sX uXwCp63I2994
- Allington (2013). Interventions for Children with Reading Difficulties - The Roles and
Responsibilities of the Special Educator. granite.pressbooks.pub
https://granite.pressbooks.pub/edu606-701/chapter/interventions-for-children-
with-reading-
difficulties/
- Endo (2022). Classroom Accommodations for Students with Dyslexia
www.hmhco.com.https://www.hmhco.com/blog/reading-intervention-
strategiesforstruggling-readers
- ACC, (2018). Special Needs Education
https://acc.edu.sg/en/impairmentdisabilityand-handicap-whats-the-difference/
- Buehl, D., 2014. Classroom Strategies for Interactive Learning, 4th Ed. Newark,
DE: International Literacy Association. Used with permission
https://www.edu.gov.mb.ca/k12/docs/support/learn_disabilities/module3.pdf