(by M.)
It is quite common, unfortunately, for children to be labeled as unintelligent or incapable early on in their education because of language and reading difficulties. These factors are often largely outside the child’s control but with the help of a speech-language pathologist, reading specialists, etc. they can catch up to their peers and avoid the stigma of labels. This article will focus on two common types of reading difficulties seen in children: dyslexia and comprehension deficits in the absence of dyslexia.
Dyslexia
Foremost, dyslexia is an incredibly common reading disability, it is estimated that 15 to 20% of the U.S population has dyslexia (Bailet, 2012). A base definition for dyslexia is “a language-based learning disability […] which result in people having difficulties with specific language skills, particularly reading” (IDA, n.d.). Though different in each individual, word recognition, spelling, and writing are the language skills most commonly affected in those with dyslexia (IDA, n.d.). Children who struggle with word recognition cannot “accurately pronounce printed words,” therefore lacking skills in areas such as: phonological awareness, alphabet knowledge, and letter-sound correspondence. A child with dyslexia may comprehend a story which is told to them but when reading on their own they cannot recognize the words, and therefore their meanings.
Comprehension deficits in the absence of dyslexia
Conversely, children with reading difficulties may also experience specific reading comprehension difficulties. This disorder is less concerned with word recognition and more so with word comprehension. Oftentimes, this is not seen until the child is older (usually 3rd grade or older), when reading passages become more advanced and may require the readers to make assumptions, draw on the background knowledge and make inferences. Such individuals can recognize words and letters to sounds when reading out loud, but they will have difficulty understanding such more advanced reading passages.
References
Catts, H.W., & Kamhi, A.G., & Adlof, S.M. (2011). Defining reading disabilities and classifying subgroups of poor readers. In A.G. Kamhi & H.W. Catts (Eds.) Language and Reading Disabilities, Third Edition (pp. 45-76). Boston: Allyn & Bacon.