Reading disabilities may occur in as many as 1 out of 5 school-aged children and can occur in all Learning Disorders (learning disabilities or LD). There are several types of learning disorders and each type has very specific symptoms that interfere with academic performance (Weyandt, 2005). All of these learning disorders occur in children with at least average abilities and also affect children of above average and superior abilities as well. Therefore, learning disabilities are not a reflection of how bright a child is, but rather they indicate that a child has neurological impairments in perception, thinking, remembering and learning. These disorders, although not all specifically reading disabilities, can cause problems in the speaking, reading and writing of language. Consequently, children with any learning disability are apt to have reading problems and to perform poorly in reading-based education. 70-85% of children with learning disabilities will also have a reading problem.
These neurological disorders can result from genetics or injury to the brain (Little, Akin-Little, & Richards, 2006). Other medical conditions that affect brain functioning can cause them as well. Due to the neurological basis of such problems, in order to diagnose a reading disability, there must be a consistent underachievement in reading. Consequently, information from teachers and school records is essential in the evaluation of a child who may have a reading disability. The underachievement in reading must be significantly lower than the child’s intelligence and age would suggest. Testing will further establish what specific problems contribute to the child’s reading difficulty. Educational tests for aptitude and achievement are often used. Psychological and neurological tests that measure many different abilities are also typical. Some of these are the ability to sound out words, to remember words, to combine sounds to make words and to comprehend what is read.
Specific learning disabilities (Learning Disorders) that can affect reading are:
One of the most common and well known reading problems is dyslexia. Dyslexia is caused by impairment in the brain’s ability to translate written information into meaningful language. Children may reverse letters and the sequence of words making reading difficult or impossible. There are many other complications caused by dyslexia that affect reading. When diagnosing reading disabilities many ‘dyslexic’ processes are commonly evaluated and measured.
While a reading disability can exist within any of the disabilities and conditions discussed here, there is a specific reading disability called Reading Disorder that affects perhaps 4% of school-aged children in the U.S. (American Psychiatric Association, 2000). Reading Disorder may be under-diagnosed in children who have other learning disabilities and conditions such as those listed above.
Other Conditions that Frequently Occur with Reading Disabilities
Other conditions that may also occur along with reading disabilities are Conduct Disorder, Oppositional Defiant Disorder (ODD), Attention Deficit Hyperactivity Disorder (ADHD), anxiety and depression. The various learning disorders and communication disorders listed above are also frequently co-existing.
The Impact of Reading Disabilities upon Children and Their Families
Children with reading disabilities are at risk for school failure and dropping out of school. Consequently, achievement goals are significantly impacted. Since learning disabilities persist into adulthood, children will need guidance to set appropriate academic and occupational goals. Such children also require much support and encouragement on a daily basis since school performance can be a constant source of stress for the child. Additionally, some children will refuse school or develop other conduct problems related to their academic difficulties. Low self-esteem is particularly common for these children as they compare themselves to peers and siblings without reading disabilities. It is not uncommon for children with these disabilities to become withdrawn, timid and to have poor social skills.
Treatment Options
There are several effective options for children with reading disabilities; however, there is no ‘cure’. Treatment will help the child compensate for, or ‘work around’ disabilities. Treatment will also help to the child overcome many of the educational delays that the disability has caused. Methods include the use of reading specialists in specialized programs in the school. Tutoring and reading instruction for children with reading disabilities can as be obtained in the community to supplement school programs.
Some reading programs will include the use of multiple sensory or kinesthetic aids (sound, color, touch and movement exercises) to help children learn reading fundamentals. Some of the basic processes developed in specialized reading education are attention, concentration, memory, vocabulary and reading comprehension. Such sensory learning programs typically use equipment such as computers and monitors to display colors, patterns or images. Similarly, some children will benefit from auditory, sensory training that uses headsets and a range of sounds or music that help the child distinguish sounds. This is useful in developing phonetic reading. Children that participate in such sensory integration therapies may also work with objects and activities that appear to be toys and games. Such therapy may include activity books, puzzles, shape and color sorting, lacing and exercises with arts and crafts materials. Additionally, children who have developed emotional and behavioral problems related to their reading disability will benefit from supportive counseling that develops better coping skills and builds self-esteem. At times, a physician may prescribe medications to help a particularly depressed, anxious or agitated child.
References
American Psychiatric Association. (2000). Diagnostic and Statistical Manual of Mental Disorders, Fourth Edition, Text Revision. Washington, D.C.: American Psychiatric Association.
Little, S., Akin-Little, A., & Richards, T. (2006). Learning Disorders. In J. Fisher, & W. O’Donohue, Practitioner’s Guide to Evidence-Based Psychotherapy (pp. 368-376). US: Springer.
Weyandt, L. (2005). The Physiological Bases of Cognitive and Behavioral Disorders. Routledge.
Attention Deficit Hyperactivity Disorder (ADHD)
Dyslexia