Reading Disorders, Signs associated

Almost 5% of school age children in the United States have reading disorders. Students with reading disorders have significantly below average reading skills. The poor reading skills can hinder a student's academic success and other areas of life. It can also result in low self-esteem and lack of motivation in school.

Signs associated with reading disorders include:

• Poor recognition of written words
• Many mistakes in reading
• Poor comprehension of what has been read

The cause of developmental reading disorders is unknown, however several speculations have been made which include theories pointing to genetic predisposition. In addition, reading disorders could be attributed to child birthing problems, malnutrition, and poor growth. None of these causes have been confirmed they are simply theories.

Those with reading disorder are slow readers, however, they often have a high IQ. If untreated children with learning disorders can suffer from shame and humiliation from poor performance at school. Reading disorders are primarily due to language dysfunction. It is estimated 10 million children have difficulties learning to read. Nearly 10%-15% eventually end up dropping out of high school and only 2% complete a bachelor's degree from a four-year college.

Poor readers, who may have a reading disorder, appear to have a disruption in part of the brain that involves phonetic reading according to a brain imaging study conducted by the National Institute of Child Health and Human Development (NICHD). Researchers used a technology known as functional magnetic resonance imaging (fMRI) that produces computer generated images of the brain to compare brain function of children with reading disorders versus non-reading impaired children.

Evidence of disruption in the brain was seen when the children performed phonologic tasks that required knowing sounds and structure of words. Children with reading disorders struggled with this task while the non-reading impaired children completed the task with no trouble. Interestingly, the study also showed that children with reading disorders who don't receive extra help eventually use other parts of their brain to compensate for their disability.

The author of the study, G. Reid Lyon said, "Our findings show that the impairment in the brains of children with reading disability persists into adulthood." Academic success can be achieved when the neurological problem is addressed early in a child's life.

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