How To Read As A Reader

This means that if a parent has dyslexia, their children will have a greater chance of having the disorder as well. The same essay states that current studies suggest that 15-20% of the U.S. population has a reading disability, and of those 85% have dyslexia. Most of this data is obtained once a child has entered school and reached the age of 9, where reading becomes more vigorous. Most children with dyslexia can learn methods to assist them with their disability and read more fluently, but only if the learning disability is identified, recognized, and treated accurately. Even though dyslexia is a common disorder, obtaining a diagnosis can be difficult because schools are reluctant to spend the money or resources needed to test their

As a young child, my memory of reading starts with a troubling period in my life. It started in first grade after I had moved to a new school. For me he year kicked off normally, but the further down the road, I found myself struggling to keep up in my reading class. In addition to falling behind in my classes, I was feeling isolated from the other students. My grades started to suffer and everything got worse. We didn’t have a school counselor, so my principal arranged a meeting with my parents to discuss what actions should be taken. My principal told my parents it isn’t uncommon for new students to fall behind in classes and that the move could be causing some of the issues. He recommended that I start attending special education for my reading course. My parents thought it over and explained to me that it was ok and not to be discouraged about this. However,

Many people with dyslexia struggle with reading, but I like the challenge. I comprehend things I read myself much better than I do hearing them from someone else. Reading and transforming the words from authors into my own words comes much easier to me and helps me grasp the information more readily. I have always appreciated the relaxation reading brings me, and tying that into my education is a tremendous help. In college, I understand that a key part of college courses is independent outside-of-class reading; however, with this strength, I can be successful. I plan to use my forte in research, studying, and even personal

Victor: It is the hardest thing I went through in my life. Every time I looked down to read, I only saw a jumble of letters. This reading thing made no sense to me. I tried and tried to read, but I would never get it. It was so horrible because I could never solve my reading problem. I found out that I had extreme dyslexia later in my

As a child I began reading in first grade. I have never had any reading difficulties or struggles. By the time I was is second grade my mom had to threaten me nightly, grounding me from books because I would get lost in the stories and stay

I believe this is the best thing that could have happened to me. By the spring, I was already reading at a fifth grade level. Mrs. Littlefield was the teacher who really encouraged me to keep reading. In our first grade classroom, we had a baseball diamond. Each of the bases were set up for some type of activity to reinforce the phonics sounds we were learning. When we got to home plate, we had a reading group time with the teacher. I didn’t really care for this, because I felt I was held back waiting on others to read. I know it was beneficial to the learning process, but at the time, I would have rather read by myself. At night, I remember reading to myself out loud. My brothers would often complain because they couldn’t concentrate to read their books with me reading aloud. Fortunately my mother always came to my

While in elementary school I was diagnosed with a type of dyslexia, which did not make school easy for me because I already had a speech impediment due to being tongue tied. I got taken out of class everyday in elementary school to work on my speech and reading skills. Most teachers just thought I was not intelligent and put me in the lowest reading groups. Third grade was a turning point for me; my teacher, Mrs. Eddy, saw that I was intelligent enough to understand the hardest material, and she did her own research online which no other teacher had done for me. She helped me come up with techniques to help me read with my dyslexia more than any other teacher or reading coach had in school. I even started to attend a speech class in Edinboro every other day after school. I eventually learned how to work around my dyslexia and speech impediment. By the time I was in sixth grade, I did not need any more special attention for my impediments, and I started to take school more seriously. Now that I am over that tedious obstacle in my life, I am always striving to be the best version of myself as I can possibly be. I have worked way too hard to be stopped by anything that stands in between me and my

At the end of first grade, my parents were concerned because I could not read. I never developed any basic decoding skills making reading almost impossible. My mother had me tested for special education and we talked to our doctor about other issues that may be interfering with my ability to learn. I was diagnosed with Attention Deficit with Hyperactivity Disorder (ADHD) along with Obsessive Compulsive Disorder (OCD) with high anxiety. I was placed in Title 1 reading in second grade, and with hesitation, my parents decided to put me on medication for the ADHD. With the help of many supportive teachers, and slowing my thought process down with medication, I began to read. As a result, my confidence rose along with my grades.

This article described reading difficulties aligned to the Simple View of Reading (as cited in Gough & Tunmer, 1986). They went into depth about three types of poor readers: (a) dyslexia- those with poor decoding, (b) language comprehension- poor reading comprehension, and (c) listening comprehension- impairments in both decoding and language comprehension. Further, they broke down how each reading difficulty is believed to manifest, is measured, and what it specifically affects.

At a very young age I had a hard time learning how to read and write. We didn't find out why till kindergarten when I took a test and scored positive for having dyslexia. Ever since that day teachers have worked with me to learn and understand english.

How has it affected you since then? What are some of the things you struggle with? Emotionally how does it make you feel? Knowing that I had dyslexia challenged me a lot being a fourth grader, I didn’t know how to cope with such a thing. I didn’t know whether

My first signs of dyslexia happened in kindergarten when I couldn't write my twos, fives, and sixes the correct way. I also had trouble reading and writing letters. At first, my teacher tried to correct it but it was no good. I guess my teacher thought I would grow out of it because these are common problems for a child my age to have

Between my siblings and I, all three of us struggled with reading and were below our grade level as soon as we began first grade. My siblings however ,because they were born when my family have a low socioeconomic status, did not receive as much assistance with improving their reading. They were normally only helped

Balanced Literacy (Reading) Gradual Release Components of Balanced Literacy Goals Application Instructional Strategy/ Material High Level of Teacher Support Read Aloud/ Modeled Reading -Demonstrate proficient oral reading -expand access to text beyond students oral reading ability -examine thinking during the reading process -Reader’s workshop mini lesson -think aloud -Teacher reads aloud a selection to small group of children -picture – text/ -teacher-made picture book story Shared Reading -Model reading strategies -teach reading strategies -extend understanding of the reading process -share reading with the children -Reader’s workshop mini lesson -Teacher and small group of children read text aloud together -picture – text/ -teacher-made

Learning to read is one of the most foundational skills needed for educational success. As children learn to read they develop the ability to decode, interpret, and store information from what they are reading. Reading comprehension allows a child to gain meaning from text and decoding allows a child to process sounds into words. Reading is vital to educational success because it allows a student to learn new information and build upon their prior knowledge. Students who attain reading skills are more likely to achieve academic success while students who have reading difficulties are likely to struggle academically and fall behind their peers. Reading difficulties have been prominent within the US for years. For example, the most recent National Assessment of Educational Progress statistics shows that only about 33% of fourth graders are at or above proficient at reading (National Center for Educational Statistics, 2011). Studies show that the cause of reading difficulties is based primarily on genes, environment, and instructional experience (Vellutino, Fletcher, Snowling, Scanlon, 2004). Students with a language learning disorder have difficulty comprehending spoken and written language thus making it difficult to learn new information. Children with reading disabilities are more likely to struggle during elementary school years as students are asked to think about what they read more critically. Speech language pathologists and teachers can help