Did you know that learning to read is a challenge for almost 40 percent of kids? The good news is that with early help, most reading problems can be prevented. The bad news is that 44 percent of parents who notice their child having trouble wait a year or more before getting help. Unfortunately, the older a child is, the more difficult it is to teach him or her to read. The window of opportunity closes early for most kids. If a child can't read well by the end of third grade, odds are that he or she will never catch up. And the effects of falling behind and feeling like a failure can be devastating. Early identification is crucial. Please, if you suspect a problem, don't hesitate. Learn about reading difficulties, get your child assessed, find out what you can do, and don't give up! |
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A lot of parents wonder, "Why is this so hard for my child?" The answers aren't clear, but scientists have discovered that the brain of a child with reading problems handles reading differently than that of a strong reader. Some kids have a disability that makes reading difficult to learn. Others come to school without the literacy experiences they need to become readers. Some children struggle because they've received poor or inadequate reading instruction. When these and other risk factors are identified early, though, many children's reading difficulties can be prevented. |
Children With Reading Disability By: Robert Bock (1998) NICHD research on children with learning disabilities has shown that deficiencies in processing letter-sounds are at the heart of most reading problems. This article illustrates how letter-sound processing works, and describes strategies for teaching children this skill. Dyslexia: Beyond the Myth By: Suzanne Carreker (2004) This article describes the most common characterists of dyslexia and other learning disorders, and what you can do if you suspect your child has a problem. Identifying Risk Factors to Prevent Difficulties By: Catherine Snow, Susan Burns, & Peg Griffin (1998) There are certain characteristics of groups and individual children that increase their likelihood of struggling with reading. Find out how to use knowledge of these risk factors to help prevent reading problems for these children. Preventing Difficulties for Low English Proficiency Children By: Susan Burns, Peg Griffin, & Catherine Snow (1999) Hispanic students in the United States are at especially high risk of reading difficulties. Despite progress over the past 15 to 20 years, they are about twice as likely as non-Hispanic whites to read well below average for their age. Reading Risk Indicators by Grade Level By: Reading Rockets (2003) The following is a general list of risk factors for reading difficulties by grade level. Please note that the list is not all-inclusive and should be interpreted with reference to age and grade expectations. Struggling Reader Portraits By: Diane Henry Leipzig (2001) Whether you're a parent, a teacher, or a community member, you may have a child in your life who isn't as successful with reading as you think he or she could be. But not all reading difficulties look the same, and not all reading difficulties should be addressed in the same way. Who Are the Children Who Have Reading Difficulties? By: Susan Burns, Peg Griffin, & Catherine Snow (1999) Knowing which children are more likely to be at risk for reading problems allows for early intervention to prevent the majority of these problems from developing. Learn what group and individual factors make certain children at risk. |
