An individual with a reading disability demonstrates difficulties in reading skills that are unexpected in relation to age, cognitive ability, quantity and quality of instruction, and intervention. The reading difficulties are not the result of generalized developmental delay or sensory impairment (Lundberg, I., & Hoien, T. , 2001)
Reading disability may be categorized by: difficulties in
• single word reading
• decoding or sounding out words
• reading sight words
• phonological processing
• receptive language ; and
• comprehension
The processing difficulties may also be exposed in spelling and writing. Written expression disability and mathematics disability are commonly originate in grouping with a reading disability (American Psychiatric
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The agreements are the expected form or manner that these cues should take, including the spelling of words, punctuation of sentences; and format of text such as paragraphs.
Phonological Awareness and the Graphophonic Cueing System
Students develop an awareness of how language works and an understanding that oral language is made up of many parts. Communication is made up of sentences, sentences are made up of words, and words are comprised of syllables and sounds. Typically, emerging readers refine their awareness of the phonological components, and eventually understand how the graphophonic system works.
Initially, children play with words by generating new words and by exploring and creating language patterns. By singing songs, intonation rhymes, playing with words, and listening to adults read word-play books, students develop their phonemic awareness. Classically, there is a natural continuum to this skill development but for student with reading difficulties or disabilities this is not always the circumstance. For some students, teachers have to provide small group instruction that is more clear, methodical, concentrated, and helpful than is usually provided in the