Some Types of Reading Disabilities PDF

**Some Types of Reading Disabilities** In addition to the well-known cases of learning disabilities such as Down Syndrome, Autism, Dyslexia, more persistent types have emerged caused by neurophysical factors. Students with RD **may be difficult to teach**; they have been found to have **problems in...

**Some Types of Reading Disabilities** In addition to the well-known cases of learning disabilities such as Down Syndrome, Autism, Dyslexia, more persistent types have emerged caused by neurophysical factors. Students with RD **may be difficult to teach**; they have been found to have **problems in phonological processing**, **processing speed**, and **verbal working memory**, and they often have **challenging behaviors** and/or **attention deficits** (Al Otaiba & Fuehs, 2002; Fletcher et al., in press; Nelson, Benner, & Gonzalez, 2003). - **SWRD** The first profile is termed **Specific Word Recognition Disabilities** (SWRD). These poor readers have reading problems that are specific to reading words, but their language comprehension abilities are average or better. If a student has SWRD, you would expect to see that the student has difficulties with word recognition (e.g., real word reading, nonsense word (sor, rof) reading, and/or automaticity of word reading). The student's broad oral language comprehension, including vocabulary knowledge, is average or higher. When reading text, the student can decode well, the student's reading comprehension is good. Areas of difficulty include basic reading skills. Areas of difficulty do NOT include listening comprehension. Often these students will be identified with SLD/Dyslexia. - **SRCD** The second profile is termed **Specific Reading Comprehension Disabilities** (SRCD) because these students have reading problems specific to reading comprehension, but their word reading skills (including their phonological skills, such as phonemic awareness and nonsense word reading) are average or higher. If a student has SRCD, you would expect to see that the student has difficulties with reading comprehension that are NOT due to poor (inaccurate or nonautomatic) decoding. Often these problems are based in vocabulary/oral language comprehension. Areas of difficulty include reading comprehension, and sometimes, listening comprehension. Areas of difficulty do NOT include basic reading skills. Look up '*word decoding'* - **MRD** The third profile involves **Mixed Reading Disabilities** (MRD). If a student has MRD, you would expect to see that the student's reading comprehension problems exceed what can be explained by poor decoding. Example: a poor decoder has difficulties with reading comprehension even in decodable text, because of vocabulary limitations that affect comprehension. Another example: a poor decoder has comprehension difficulties that are evident not only in reading, but also during teacher read-alouds and oral discussions. Areas of difficulty include reading comprehension, basic reading skills, and sometimes, listening comprehension. **To identify any poor reader's profile**, assessments of out-of-context word recognition and decoding, oral vocabulary knowledge, broad oral language comprehension, and reading comprehension are needed. It is desirable to assess automaticity as well as accuracy of word reading, along with text reading fluency. An in-depth speech/language evaluation by a Speech Language Pathologist should be considered for students whose difficulties include oral language (listening) comprehension. If a speech/language evaluation is already available, it should be carefully considered in comprehensive evaluations for SLDs in reading. Please see the CSDE Assessment Resource Guide for many other appropriate measures of component reading and language skills. - **How to identify SWRD, SRCD, MRD** Three types of assessments are formative (Compare *summative*), meaning they are designed to provide ongoing information to educators to inform their instruction decisions: screeners, diagnostic assessments, and progress monitoring assessments. **Screening and Progress Monitoring Assessments** **Screening** assessments are brief assessments designed to identify students who may be at risk for RD or require supplemental intervention to determine the level of performance of a student relative to classmates (Shapiro (2004).