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Chapter Two  Factors Involved in Reading and Writing Difficulties  After: Before:
Anticipation Guide  Read each of the following statements below and take note on whether you agree or disagree with each statement.  ,[object Object],[object Object],[object Object],[object Object]
How Much Do You “Think” You Know About Reading Difficulties? K now W ant to Know  L earned
Reading problems are often a result of a host of  interacting  or contributing causes.  Possible factors that lead to  reading and writing difficulty.  Cognitive Visual /Perceptual  Linguistic Emotional Physical Educational Social Cultural Economic
Cognitive Factors  ,[object Object],[object Object],[object Object],[object Object],[object Object]
The relationship between cognitive ability and reading achievement.  ,[object Object],[object Object],[object Object],[object Object]
Overall Cognitive Ability ,[object Object],[object Object],[object Object],[object Object]
Memory  Outside data is translated into a code  (encoded)  and placed into  working memory  and then  long-term memory , from which it can later be retrieved through  recall  or  recognition .  Verbal encoding  is essential in reading.  Inefficient verbal encoding may be at the heart of word recognition, comprehension, and vocabulary difficulties.  Inefficient use of working memory may hinder comprehension.
Associative Word-Learning Difficulty  Serious difficulty learning to associate symbols and their spoken equivalents: letters and sounds; written words and their oral equivalents.  Rooted in phonological coding difficulties and inefficient memory
“ There can be no learning without …. ATTENTION   Attention fulfills three functions:  screening out irrelevant stimuli, selecting relevant elements, and shifting from one stimulus to another  (Robeck & Wallace, 1990) Reading difficulty may arise when students have difficulty paying attention, when it becomes a serious impediment doctors may diagnose students with  Attention-Deficit/ Hyperactivity Disorder (ADHD).
Students with ADHD seem to be at greater risk for a reading disorder.  “In a recent study, about 30% of boys and 17% of girls who had serious reading problems were also judged to have ADHD. In contrast on 5% of boys and 3% of girls without serious reading problems were assessed as having ADHD” (Willcutt & Pennington, 2000).
Language: Deficits in oral language are a major characteristic of low-achieving readers.  ,[object Object],Articulation problems Auditory discrimination and phonological difficulties  Deficiencies in vocabulary, syntax and knowledge of story grammar Slowness in rapid automatized naming Slowness in word retrieval.
What role do language factors play in reading disabilities?  ,[object Object]
Social/Emotional Factors ,[object Object],[object Object]
What are the causes and cures for learned helplessness?  Learned helplessness is the response manifested by people who believe they are unable to exert any influence over a situation.  A large cause for this attribute in the social/emotional factor is based on a student’s repeated failure which leads them to convincing themselves that they are unable to read. The cure is to breed success.  Teachers can do this by allowing students the opportunity to complete tasks that are leveled and appropriate and by consistently providing positive reinforcement.
Helping Struggling Readers  ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]

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Factors Involved in Reading and Writing Difficulties Ch. 2

  • 1. Chapter Two Factors Involved in Reading and Writing Difficulties After: Before:
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  • 3. How Much Do You “Think” You Know About Reading Difficulties? K now W ant to Know L earned
  • 4. Reading problems are often a result of a host of interacting or contributing causes. Possible factors that lead to reading and writing difficulty. Cognitive Visual /Perceptual Linguistic Emotional Physical Educational Social Cultural Economic
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  • 8. Memory Outside data is translated into a code (encoded) and placed into working memory and then long-term memory , from which it can later be retrieved through recall or recognition . Verbal encoding is essential in reading. Inefficient verbal encoding may be at the heart of word recognition, comprehension, and vocabulary difficulties. Inefficient use of working memory may hinder comprehension.
  • 9. Associative Word-Learning Difficulty Serious difficulty learning to associate symbols and their spoken equivalents: letters and sounds; written words and their oral equivalents. Rooted in phonological coding difficulties and inefficient memory
  • 10. “ There can be no learning without …. ATTENTION Attention fulfills three functions: screening out irrelevant stimuli, selecting relevant elements, and shifting from one stimulus to another (Robeck & Wallace, 1990) Reading difficulty may arise when students have difficulty paying attention, when it becomes a serious impediment doctors may diagnose students with Attention-Deficit/ Hyperactivity Disorder (ADHD).
  • 11. Students with ADHD seem to be at greater risk for a reading disorder. “In a recent study, about 30% of boys and 17% of girls who had serious reading problems were also judged to have ADHD. In contrast on 5% of boys and 3% of girls without serious reading problems were assessed as having ADHD” (Willcutt & Pennington, 2000).
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  • 15. What are the causes and cures for learned helplessness? Learned helplessness is the response manifested by people who believe they are unable to exert any influence over a situation. A large cause for this attribute in the social/emotional factor is based on a student’s repeated failure which leads them to convincing themselves that they are unable to read. The cure is to breed success. Teachers can do this by allowing students the opportunity to complete tasks that are leveled and appropriate and by consistently providing positive reinforcement.
  • 16.