Chapter 5
Reading Problems and Challenges
Learners with special needs often encounter a variety of common learning challenges and problems. Difficulties in comprehension form part of the common challenges that leaners deal with in the course of reading. The reality that reading encompasses significant input in the recognition of words and the understanding of meaning construed in each sentence and paragraph means that there may be instances where such learners struggle to read and comprehend such texts. A common trend among such learners is the attempt to skip the words, phrases or sentences they perceive to be difficult to understand.
The result in such instances is the failure to comprehend important information communicated in such texts. In most cases, the result of poor comprehension is often a result of decoding challenges. The problems with decoding emerge due to the instances where such leaners have difficulties such as impairments, which limit their ability to see certain letters and connect such phonetics to create meaning in a given text. The situation leads to instances where such learners rely on hearing rather than reading and understanding a given text. Speed also stands out as a common reading challenge for learners with special needs. The process of reading among such students is observably slow an aspect that leads to instances of disorientation especially when such leaners engage in oral reading. The three issues are common among students with special needs.
5.2 key areas of word recognition instruction
The process of teaching word recognition encompasses specific areas that are necessary towards achieving the highest levels of learning outcomes for the learners. The alphabetic principle is among these critical areas. The area focuses on the need to develop an understanding of the patterns of letters that make the English language. The field also covers alphabetic knowledge and applicability, which assists in identifying letters and building sentences and paragraphs. The other area relates to phonemics. The area allows the learner to develop an understanding of the various English words as a result of a sequence of sounds set together to build meaning. Essentially, the process of providing instructions when teaching word recognition may require various strategies.
Unison reading is among the most effective approaches. The strategy allows the instructor to read in unison with the learners in a process that ensures that the teacher can single out difficult words, which allows instant correction. The same also applies in the case of oral reading, where the learners read out loud while the teacher listens and provides corrections on words that appear difficult. The students then undergo a period of repeated reading, which provides a basis for reviewing and reinforcing corrections. The strategies allow the student to identify syllables and easily connect words in their future reading.
5.3 Fluency
Fluency may refer to the ability to ensure speed, accuracy and proper pronunciation of words in the course of reading. Fluency is a significant test in the assessment of reading outcomes because it gauges the leaner’s ability to read out aloud without struggling to pronounce out words and syllables. Fluency is critical because it acts as the bridge that connects word recognition and comprehension. The incorporation of sight words and role plays can be vital in improving fluency. Similarly, repeated reading and choral reading stand out as critical strategies in the improvement of reading fluency.