Associated With Reading Disorders
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.