Learning Disabilities- Reading

Question 1: How is your disability defined by the federal and state laws?
Learning Disability-- As explained by New Jersey's Administrative Code: "Specific learning disability" corresponds to "perceptually impaired" and means a disorder in one or more of the basic psychological processes involved in understanding or using language, spoken or written, that may manifest itself in an imperfect ability to listen, think, speak, read, write, spell, or to do mathematical calculations, including conditions such as perceptual disabilities, brain injury, minimal brain dysfunction, dyslexia, and developmental aphasia.

Reading Disability Definition-- A reading disability is when a reader has problems meeting reading milestones for a given age or grade. A child can have difficulty with one or more aspects of the reading process. A reading disability may also be referred to as a reading difficulty, reading problem, reading disorder or dyslexia.


Question 2: What are the developmental characteristics of persons with this disability?
Reading Disability Characteristics-- Some children with a reading disability have trouble learning to read because they have not been exposedto early experiences with text that leads to an understanding of what reading is about. They do not understand that you derive meaning from thetext itself. Another characteristic is that they lack knowledge of lettersand a sense that letters make sounds that create a spoken language that they can already speak. Children who struggle with these obstacles at a young age can catch up with their peers in reading eventually throughschool-based interventions. Other children's reading disabilities that are not as simple as these have brain based ones. Many times the disability isinherited and their problems are much harder to eliminate with normal educational interventions. Children that are known to have this, arediagnosed with having a Specific Reading Disability or dyslexia. Many timespeople with reading disabilities can use phonetic strategies to decode wordsbut have trouble with their reading comprehension (understanding what theyread). Another characteristic of a reading disability is the student's reading fluency or automaticity. People who have this often read slowly andstumble over words; it requires great effort for the person so it becomes something they avoid. There are no physical characteristics that go alongwith having a reading disability. Students who have this disability might feel as though they are different then their peers when reading in class orthey may feel slightly less intelligent since often times they are placedin a lower level reading group because they struggle to read on their ownlevel. This can affect the student's self confidence and relationships withtheir peers, but overall a reading disability can be rexognized and action can be taken so the student and peers do not feel so different from oneanother.

Commonalities and Differences of Reading and Writing— An obvious commonality would be that a reading disability and a writing disability are both learning disabilities. Students who have either one of these (or maybe even both) struggle in the language arts subject during the school day. Another commonality is that they both are brain based at times and are something that the person has for their whole life. There are ways to improve both of them, but they are not “cured” or taken away from the student. A major difference between the two is that one has to do with writing words and the other has to do with reading words. For a writing disability, a student struggles with getting their thoughts and ideas down on paper and writing them out. A student with a reading disability struggles with understanding written text and seeing and deriving a meaning from it. Someone with a writing disability may be able to read fluently but then not able to write an essay pertaining to what they read, where as a student with a reading disability may be able to write a report but cannot write the report because they were not able to read the book or understand what the meaning was.


Question 3: If you were a teacher in a general education classroom, what information and strategies would help you best support a child with this disability? This would include academic and social support.
A way to support a child with this type of disability academically would be to provide quiet areas for reading and answering comprehension questions. By doing this it allows the student to feel okay about making mistakes since his/her peers are not all around and listening. The quiet area might also give them more confidence and in turn make them try harder and not give up right away like they might have if they were surrounded by their classmates. If the child has an extremely hard time reading there is always the option of allowing them to listen to books on tape. If you do this, they can follow along with the book but at the same time still be able to take in the story. Another strategy would be to give the student small amounts of reading at different times. Instead of assigning an entire book, allow them to read a few chapters so they can really concentrate on those chapters instead of trying to cram in an entire book that they will not understand in the end. Another way to support this child would be to use large print texts; this may help them see the words and concentrate on the page more than anything else. Students also need a lot of encouragement from their peers, teachers, and family at home. Having the parents practice with their child every night and setting an example of reading helps the student to want to read and might help them try harder and not get discouraged. Children with reading disabilities are like anyone else and it might be hard to socially support them since if you have a reading disability it does not often come up in social contexts. However, sometimes if the student is in public and needs to read something there are always ways to help them along so they do not stand out from everyone else. If a parent, friend, or teacher is around they may be able to aid the student in reading the word(s).


Question 4: What resources would help you as a teacher to serve this child? (websites, agencies, people within your school, curriculum materials: 2 or 3 line description for each resource is required.)
One resource could be The National Dissemination Center for Children with Disabilities. They have a website and many tools that could help teachers and parents learn more about learning disabilities and show them how many different kinds there are. It is always important to be informed especially if your student or child has one.
Another tool is the Reading Success Lab. Their web address is http://www.readingsuccesslab.com/Glossary/ReadingDisability.html. This site allows parents and teachers to communicate with each other and gain more information on learning disabilities.

The Learning Disabilities Association of America is another place that contains a lot of good information on learning disabilities. It also provides support for those suffering and ideas for those teaching. It gives information on different aspects of learning disabilities and ways to help.

Another website is called http://www.audiblox2000.com/learning_disabilities/reading_disabilities.htm. This shows different types of reading disabilities and it also allows people to share their stories of coping with one or having a child or family member that has one. This could help the teacher, parent and student see the real side to the disability and help the child feel as though they are not the only ones who have it.

A child’s former teacher could aid in your support because they have been with that student for a year and know ways in which they learn best. Taking ideas from other teachers who have already taught someone with the disability is always a great way to gain information that will help them to learn better.


Works Cited
(2004-2006). Reading Success Lab. Retrieved November 26, 2007, from Reading Disability Web site: http://www.readingsuccesslab.com/Glossary/ReadingDisability.html

(2006). Learning Disabilities Association of America. Retrieved November 26, 2007, from Learning Disabilities: Signs, Symptoms and Strategies Web site: http://www.ldaamerica.org/aboutld/parents/ld_basics/ld.asp

National Dissemination Center for Children with Disabilities. Retrieved November 26, 2007, from NICHCY Home Web site: http://www.nichcy.org/

Plessis, Susan Audiblox. Retrieved November 26, 2007, from Reading Disabilities: Why Some Children Web site: http://www.audiblox2000.com/learning_disabilities/reading_disabilities.htm