Learning Disability (Reading)
Observing Learning Disability (Reading) in the Classroom
Faculty might observe the following characteristics in students with a learning disability in reading:
- May be reluctant to read out loud in class
- May read at a slower pace than peers
- May have difficulty with pronunciation of unfamiliar words
- May have difficulty summarizing text
- May rely entirely on auditory information from class
- May have difficulty organizing or synthesizing information from text
- May demonstrate poor comprehension of written materials
Related Functional Characteristics
Fatigue (Cognitive) : Students with learning disabilities in reading experience cognitive fatigue as a result of the need to employ strategies to facilitate learning as they process information.
Flicker or Pattern Sensitivity : Repetitive patterns or flickering may cause visual perceptual problems for students with learning disabilities in reading.
Information Processing Speed : The rapid processing of words and meaning are critical to the comprehension of text.
Long Term Memory Deficit : Students with learning disabilities in reading may have difficulty retrieving information from long term memory making reading comprehension difficult or more laborious.
Processing Deficit (Auditory) : When auditory information is not accurately processed, reading becomes more difficult as students cannot connect the spoken word with the written word.
Processing Deficit (Language) : Difficulties with accurate or fluent word recognition and decoding may significantly slow down a student's ability to read and comprehend text.
Processing Deficit (Visual) : Students with learning disabilities in reading with visual processing deficits will struggle with unfamiliar text, fonts, or text with figures.
Visual Tracking Problem : Students with learning disabilities in reading may experience problems with following text across the page.
Working / Short Term Memory Deficit : A reader must decode and recognize words while remembering what has been already read in order to comprehend text which is made difficult with reduced working memory capacity.
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