Diagnosis and Remediation of Reading Difficulties Facilitator Name & Credentials Reading 415

Week 1 Stages of Reading Factors Affecting Reading Success and Failure Types of Reading Difficulties

Week 1 Objectives Identify the stages of reading development. Identify factors that affect reading success or failure. Examine how writing may influence reading success or failure. Identify reading difficulties that students experience.

READING ACQUISITION Stages of Reading Acquisition Emergent literacy Early reading – Grades K–1 Growing independence-fluency level – Grades 2–3 Reading to learn – Grades 4–6 Abstract reading Source: Gillet, et. al. (2012)

READING ACQUISITION The Interactive Nature of the Reading Process Reading is a parallel process rather than sequential process. Listening, speaking, reading, and writing Reading and writing are complementary processes. Orthographic, phonological, meaning, and context Reading instruction has five interrelated components: reader, text, instructional approach, and context. Source: Gillet, et. al. (2012)

READING SUCCESS AND FAILURE Factors That Affect Reading Success or Failure Environment Socioeconomics Cultural Language acquisition and development Biogenetics Cognitive aptitude Prior knowledge and experience Instructional delivery Learner attitude and learned helplessness Source: Gillet, et. al. (2012)

READING SUCCESS AND FAILURE How Writing Can Influence Reading Success or Failure Importance of integrating reading and writing Writing experiences can help a child’s reading and visualization abilities. Allow successful approximations of spelling. Importance of writing in student’s processing of information, such as response journals, note-taking, and clarifying information Source: Gillet, et. al. (2012)

READING SUCCESS AND FAILURE Types of Reading Difficulties Dyslexia Aphasia Dysgraphia Strephosymbolia – letter reversal Slow processing speed Decoding problems Lack of reading strategies Comprehension problems Recall and retrieval problems Lack of fluency Lack of motivation Aliteracy Source: Gillet, et. al. (2012)

Conclusion Add any final notes or announcements for the next class meeting. Post the presentation AFTER the first night of class.

References Gillet, J. W., Temple, C., Temple, C. , & Crawford, A. N. (2012). Understanding reading problems: Assessment and instruction (8th ed.). Boston, MA: Pearson Education.