By Sally Robinson
Learning disabilities are best defined as the failure of the child to learn subject matter despite adequate intelligence, instruction and motivation.
Although learning disabilities can occur in mathematics, written expression, language problems and information processing, most children with a learning disability have a problem with learning to read.
Reading disabilities can be more devastating than other learning problems because there is less available to help the learner, such as a calculator or spell check.
There are three types of reading disabilities:
Deficits in sound-symbol association, also known as the dyslexic type of reading disability, means the child has tremendous difficulty sounding out words. These children have difficulty in recognizing that the written symbols have a certain sound. They have trouble recognizing the symbols or sounds within words. They have trouble with creating rhyming words. Some children have trouble remembering to read from top to bottom and from left to right. They may start at the end of a word reading “saw” instead of “was.” This type of reading disability is sometimes inherited.
Deficits in acquiring a sight word vocabulary is also known as the orthographic type of reading. Children with this disability have difficulty memorizing written words. Good readers eventually recognize most words on sight and no longer need to sound out letters or word parts. This is an important skill for reading at an appropriate rate. Expectations for a silent reading rate with prompt sight recognition increase with each grade level (50-90 words per minute in the second grade, to about 800 words per minute in graduate school).
Deficits in reading comprehension is sometimes called the hyperlexic type of reading disability. Children with this type of reading disability may have mastered phonics (word sounds) and have well-developed sight word vocabularies, but they can’t answer questions about what they just read. These children have difficulties with content-focused subjects such as science and social studies. They have problems with math word problems.
The end of the third grade is the time when children begin “reading to learn,” and are no longer just “learning to read”. This is the time they are required to read at the typical language level of an 8- or 9-year-old. If language skills are delayed, reading comprehension begins to lag, and lags further and further with time.
Reading is important, and teaching your child should start no later than 6 weeks of age. Read to your child every day. It doesn’t have to be for long periods of time.
Use descriptive words for familiar objects such as ‘round red ball.” Be involved with your child’s school program. Ask about what reading programs they have, about reading intervention teachers, how you can help at home.
If you have concerns, meet with the teacher and ask what you need to do to help.
Sally Robinson is a clinical professor of pediatrics at UTMB Children’s Hospital. This column isn’t intended to replace the advice of your child’s physician.