# data[].attributes.body
By:
Gelilang, Shaira Rose
Hubag, Michelle Florence
Ortizo, Kristel Kaye

# data[].attributes.body
Thank you for your time in browsing our digital library! We hope you have gain some insights about reading difficulties and its factors affecting it.

# data[].attributes.headline
Struggling Reader with Visual Impairments

# data[].attributes.subject
Struggling Reader with Visual Impairments

# data[].attributes.body
Title: Getting Started with a Struggling Reader with Visual Impairments
Author: Marnee Loftin
Overview:
Reading is one of the most difficult skills for a kid to acquire, and any child with a visual impairment will face additional difficulties as they learn to read. This blog looks at the indications, strategies, and procedures that can aid and support a child with visual impairment.
Reading Time:    10-15 minutes
Possible Solutions:
Parents may provide their children a firm foundation of ideas, experiences, and word exposure. Development of unique competencies which include using low Vision devices and/or braille. Thanks to modern technology, people with vision loss can do numerous matters which include write documents, browse the internet and send and receive emails. Screen Reading software and special talking and Braille devices allow those of us with no vision to use computers, cellphones and other electronic devices independently.
The significance of addressing this problem:
Students with visual impairments discover reading as a tough task. Parents who have a child with visual impairments can accumulate techniques, how the method is unique for children with visual impairments, how parents assist early literacy, signs of a struggling reader, and when specialists start to assist with the interventions. Also, to teach us how to utilize TVI, which can offer useful information regarding the effects of visual impairment on reading.
Note to the library user:

About Resource 5

This page is an excellent resource for readers who are confounded by visually impaired students. It will aid in case you need to gather information and strategies about student with visual impairments that result to problems in reading.
What I like about this source:
It has a wealth of information about struggling readers with visual impairments. It also offers a scenario to assist the reader understand what a child with a visual impairment is going through.
What I dislike about this source:
It's a little too long; readers may become weary of reading it due to the time expenditure.

# data[].attributes.attachment_link.readable_text
Parents and Teachers of the Visually Impaired (TVI) often have questions about struggling readers. These are:

Melissa brought her infant son, Trey, home from the hospital with the knowledge that he would be a braille learner. She had two older sons who were doing well in school, but wondered how she could encourage school readiness in general for Trey. She knew that his needs would be different but just how different? What would be the best strategies she could use during the early years of his development?

Everything suggests that reading is one of the more complex tasks that a child will master. It requires multiple abilities for children with vision as well as those with visual impairments. Some of the requirements for all children are:

Certain level of cognitive as well as language abilities

An efficient means of processing information

Basic experiences to support the concepts they learn through reading

Regular practice in reading in different environments and for different purposes

Any child with a visual impairment will have some additional challenges as they develop reading skills. These will need to be mastered in addition to those listed above. Some of these include:

Development of special skills such as the use of Low Vision devices and/or braille

Enriched environments that allow them to experience various activities that help them build concepts

Special efforts to be sure that the child sees coded language, i.e. written words in their world

Melissa realized how important experiences were for Trey. She also wanted to be sure that braille was a regular part of his world. The whole family participated in helping Trey build his vocabulary and concepts. They went around the house and found different shapes of tables. They went to a petting zoo and explored different ways that "soft" might feel. Everyone tried to ensure that Trey really "knew" all about the words he was using in his vocabulary. To help Trey understand that words could help in many ways, Melissa put braille labels on the microwave and other kitchen appliances. Melissa bought braille books and read them each night. Trey could follow along with "reading" by touching the braille. Melissa was proud that Trey could sing the alphabet song independently by age 2 ½. He was able to read the braille letters of a through c. Trey was always interested in "reading" the braille labels in his house. When Trey started more formal educational programs at age 3, Melissa was confident that he would be able to start reading when he reached kindergarten. His background was solid, and the interest was there.

Parents can provide a solid background of concepts, experiences, and exposure to words. Initial observations indicate a clear readiness to read, however struggles soon become apparent when formal instruction in reading begins.

Reasons for the struggles are not always apparent.

The difficulties are often not seen in early childhood.

Formal reading instruction will frequently be the first indicator of problems.

The good memories of many children with visual impairment may help mask later difficulties.

Trey was now in first grade, and had made little progress in reading braille. He was able to show good hand skills and could track from left to right. He recognized approximately half of the alphabet but often confused them in the context of words. He continued to enjoy having stories read to him, but was less and less willing to try to read the simple books the teacher sent home. The parents advocated for additional services from the TVI in hopes that would improve his reading skills. Melissa began to wonder if there were difficulties with processing of information. She wondered about the early signs of a struggling reader who is also a braille reader.

In spite of good early intervention, some children will have difficulties with reading. For some children it is a temporary setback because they may be slower to mature. They will develop the skills at a slightly later age. Some children will never learn to read because of cognitive limitations. About 20% of all children will always have difficulties with reading. We don't know how many children with visual impairments will have these types of difficulties, but think that it is at least 20% and probably more.

The early signs of a struggling reader are similar for print and braille learners. Many of these signs are present at an early age often when parents are reading to the child. Some of these signs are:

Problems in remembering names of letters

Reciting alphabet in a rote manner, often mispronouncing and confusing letters

Difficulty in completing familiar rhymes or stories

Little interest in "what is this word/letter" when parent is reading

Little interest in "what is this word/letter" in environmental words

Problems with rhyming words in stories. Cannot tell you what word might rhyme with another

Problems in hearing the difference between different sounds

Reading skills had improved a little for Trey now that he was in the second grade, however Melissa was still concerned. Trey was very resistant to reading at home, and evenings often held some major battles to get the 10 minutes of reading done. Although Trey knew all of his letters and could read simple words and books, Melissa still knew that his skills were far below his peers. Melissa just did not know what might be related to the issues with learning braille. The TVI assured her that Trey was making good progress with learning braille. Trey just could not put it all together to do much in the way of reading. Both continued to be curious about what behaviors might indicate significant problems with reading.

Once a child begins to read, there are some clear indicators that reading will not come easily to this child. Some of the indicators are:

Lack of interest in reading

Resistance to reading in any environment

Problems in identifying the sounds that letters make

Problems in recognizing the difference between the sounds of two letters

Difficulty in remembering repeating words in stories

Problems in repeating what has been read

Melissa and the TVI began to think that it would be wise to have some additional intervention to determine what might be the problem. Once they determined the problem, they felt that intervention would be more efficient. However, they found that it was difficult to actually have any intervention since Trey was visually impaired. Other staff felt that this was not appropriate or even necessary. In their minds, any educational problem was best identified and met through the TVI. Melissa began a process of advocating for appropriate services to help plan an appropriate education for Trey.

To support the need for intervention, it is important that all staff understand the relationship between vision and development of reading skills. Specifically they need to understand the following:

Reading is primarily the result of a child's ability to discriminate different sounds and the ways that they combine to form words.

Visual-perceptual problems are infrequently the cause of reading difficulties.

The TVI can provide appropriate information about the possible impact of visual impairment upon reading.

Early intervention is crucial to ensure successful readers and academic success

Intervention during the first grade results in 90% of children "catching up" with their peers.

Intervention during the fourth grade results in 20% of children overcoming their problems.

Reading problems are a significant factor in students leaving school before graduation.

Who provides intervention in the school? How do students become eligible for this intervention?

Melissa now felt that Trey required additional support and that this could not be provided solely by the TVI. Her new challenge was to see how this could be provided, and to see what factors might limit the services. Melissa could see that Trey was making progress in his reading, but was concerned at how slow the progress was. In spite of the progress, he seemed to be falling further behind his peers each day. She needed to understand just how the intervention process worked. Being a good advocate always requires good knowledge.

Intervention services for reading improvement are broadly outlined by federal laws, but each state has developed their own procedures. General concepts that seem to be present in all are:

Systematic intervention must occur and progress monitored before more formal testing occurs.

TVI should be a part of planning the intervention .

A reading specialist will also need to be an important part of planning intervention.

The reading specialist will have a variety of titles in different schools and states.

Actual services will be delivered in different environments but most often in a separate classroom.

Parents frequently will need to advocate for these services to be accessible for their child.

There is a continuing tendency in schools to feel that visual impairment is the reason for all problems.

The TVI will need to provide clear information about the true implication of the visual impairment on the reading process during intervention.

Parents will need to support efforts with home activities.

Melissa felt that Trey was now getting the services that he needed. He saw the reading specialist three times per week and his TVI four times per week. The family felt that he was progressing, and continued to work with Trey at home. They asked Trey to help read materials around the house, such as reading books aloud. They tried to think of everyday activities that required reading and asked Trey to help. He frequently read instructions and often brailled and read recipes for dinner. Melissa knew that some children would develop good reading skills after intervention and never need additional help. Melissa also knew that some children would continue to struggle. She wanted to learn if there were any indicators that Trey might continue to have problems.

Predicting future problems is always difficult. There are some general indicators of continued reading difficulties. Like any predictor, these are not 100% correct but they provide some general information. Continued problems are more likely to be noted if there are problems with the following:

Chooses extremely simple materials to read

Has a reading level is far below vocabulary

Skips words and does not seem to notice or correct

Has trouble with basic sight words

Reads a word differently each time that it appears

Reads a word that makes no sense in the passage but does not notice

Writing samples leave significant sounds out of words

Can't retell what has just been read

Reads at a broken pace and with little expression

# data[].attributes.attachment_link.title
Getting Started with a Struggling Reader with Visual Impairments

# data[].attributes.attachment_link.description
Parents and Teachers of the Visually Impaired (TVI) often have questions about struggling readers. These are: Melissa brought her infant son, Trey, home from the hospital with the knowledge that he would be a braille learner. She had two older sons who were doing well in school, but wondered how she could encourage school readiness in general for Trey.

# data[].attributes.body
Are you wondering and interested as to why so many youngsters struggle to read and what factors are at play?

# data[].attributes.attachment_caption
Your quest has ended since you've arrived at the right place.

# data[].attributes.headline
Resource 1: Why Some Children Have Difficulties Learning to Read

# data[].attributes.subject
Resource 1: Why Some Children Have Difficulties Learning to Read

# data[].attributes.body
Title: Why Some Children Have Difficulties Learning to Read

Author: G. Reid Lyon

Overview: This page explains why some children struggle to learn to read and why certain children who have been exposed to engaging literacy experiences throughout infancy have an edge when it comes to reading.

Reading Time: 5 minutes

Possible Solutions:

Parents and the environment in which a child grows up have an impact on his or her capacity to learn to read. If the people around the child are engaged in reading, the child will also be one because of the activities they share together such as reading books online in their free time. While reading will constantly be an crucial skill, a digital technique makes sense with today’s blend of in-class, at home and hybrid learning. Technology additionally makes it easy to share work with an audience beyond the classroom. Whether they are creating eBooks, comics, or public service announcements, when someone beyond their teacher views their work, students are motivated.
The significance of addressing this problem:

It's critical to assist a struggling reader since reading improves a child's vocabulary and language abilities. A child's vocabulary will expand as he or she reads more books. As they absorb the information, they are able to define these new terminologies based on the context. Reading may also teach children the structure of sentences, which can help them improve their writing skills.
Note to the library user:

About Resource 1

This website is a great place to learn about the various reasons why children struggle to read.
What I like about this resource:

It's easy to understand, and the discussions are brief and to-the-point, allowing readers to rapidly comprehend the author's point of view.
What I don’ t like about this resource:

It does not include the specific factors/general causes that influence a child's reading difficulty.

# data[].attributes.attachment_link.title
Why Some Children Have Difficulties Learning to Read

# data[].attributes.attachment_link.description
Children may struggle with reading for a variety of reasons, including limited experience with books, speech and hearing problems, and poor phonemic awareness.

# data[].attributes.headline
Resource 1.1: Teaching Students with Reading Difficulties

# data[].attributes.subject
Resource 1.1: Teaching Students with Reading Difficulties

# data[].attributes.body
Title: Teaching Students with Reading Difficulties
YouTube Channel: Travis Grainger
Overview:

This video explores the problem surrounding reading difficulties and the best techniques for ensuring that children receive the most effective reading assistance, according to evidence-based research.
Viewing Time: 5 minutes and 51 seconds
The significance of addressing this problem:

It can assist teachers in developing various ways for educating children with reading challenges.
Possible Solution:
The teacher will conduct several assessments to determine what techniques they will employ to assist students with reading difficulties. In addition, teachers will employ various forms of assistive technology. Using of assistive technology which includes the speak tool from Microsoft, Mac and apps such as Claro speak plus and Claro PDF Pro which turns textual content into speech making it less complicated than ever for students to hear written text to construct comprehension, pre teach vocabulary using class by the use of analogies synonyms or visual aids have students use a dictionary or take a look at online to verify their correct use of tougher words.
Note to the library user

About resource 2:

Simply click and watch this video if you'd want to learn some techniques for assisting children with reading challenges.
What I like about this resource:

The video provides easy-to-understand information regarding reading issues using basic phrases. It also makes use of animations to draw the audience's attention and make the content more engaging. The material presented is accurate, and it includes several examples to aid viewers in expanding their understanding of the topic.
What I don’ t like about this resource:
The narrator's delivery in the video was a bit too quick, which confused some viewers and listeners, but owing to the subtitle, they were able to figure it out.

# data[].attributes.attachment_link.title
Teaching Students with Reading Difficulties

# data[].attributes.attachment_caption
“To learn to read is to light a fire; every syllable that is spelled out is a spark.” – Victor Hugo

# data[].attributes.body
Aspects and things to consider
The impact of every word in a page of a book begins every student's lifelong adventure. As a pre-service teacher, we believe that in order to fully enjoy and appreciate the beauty of reading, a reader must first comprehend it. If students are having difficulty reading, we must acknowledge and be open-minded about the reasons that contribute to their poor reading ability. Because there are several factors that influence and affect the development of reading ability, we must identify and understand it to come up to the various approaches or strategies that must be used while teaching children with reading difficulties.
What truly makes a difference is our attitude toward reading, our love for it, and our viewpoint. We'll go through reading difficulties and the factors that affect it, particularly neurological and physiological factors.

# data[].attributes.headline
Resource 2: Dyslexia - Symptoms and causes

# data[].attributes.subject
Resource 2: Dyslexia - Symptoms and causes

# data[].attributes.body
Title: What is Dyslexia: Symptoms and Causes
Medical Author: David Perlstein, MD, MBA, FAAP
Overview:
Dyslexia is a type of learning disorder. People with this disorder have difficulty reading because they can't recognize speech sounds or understand how they connect to letters and words (decoding), but their IQ is unaffected. Dyslexia, often known as reading disability, affects the parts of the brain that process language. Although there is no cure for dyslexia, the best benefits come from early discovery and care.
Reading Time: 15-20 minutes.
Possible Solution:
To determine the child's specific area of disorder, an evaluation/assessment is required. The school will work with the parent to build a plan to meet the child's requirements. A good treatment plan will concentrate on improving the child's problems while maximizing his or her strengths. ICT can assist children and adults in education, at work and at home by helping address many difficulties related to dyslexia such as “Text to Speech Software” and “The Scottish Voice”.
The significance of addressing this problem:
The importance of tackling this issue is to allow teachers to communicate knowledge to students especially with this kind of disorder that are not only more engaging but also beneficial to students who learn better through varied methods.
Note to the library user:

About resource 3

This page describes and discusses dyslexia, including early signs/symptoms, causes, complications, risk factors and diagnosis/treatment.
What I like about this resource:

The information provided is very reliable, credible, and accurate because it is based on medical specialists and professionals who are experienced and knowledgeable about the problem which is Dyslexia.
What I don’ t like about this resource:

There isn't a single thing about this resource that I dislike.

# data[].attributes.attachment_link.readable_text
Overview

Dyslexia is a learning disorder that involves difficulty reading due to problems identifying speech sounds and learning how they relate to letters and words (decoding). Also called reading disability, dyslexia affects areas of the brain that process language.

People with dyslexia have normal intelligence and usually have normal vision. Most children with dyslexia can succeed in school with tutoring or a specialized education program. Emotional support also plays an important role.

Though there's no cure for dyslexia, early assessment and intervention result in the best outcome. Sometimes dyslexia goes undiagnosed for years and isn't recognized until adulthood, but it's never too late to seek help.

Symptoms

Signs of dyslexia can be difficult to recognize before your child enters school, but some early clues may indicate a problem. Once your child reaches school age, your child's teacher may be the first to notice a problem. Severity varies, but the condition often becomes apparent as a child starts learning to read.

Before school

Signs that a young child may be at risk of dyslexia include:

Late talking

Learning new words slowly

Problems forming words correctly, such as reversing sounds in words or confusing words that sound alike

Problems remembering or naming letters, numbers and colors

Difficulty learning nursery rhymes or playing rhyming games

School age

Once your child is in school, dyslexia signs and symptoms may become more apparent, including:

Reading well below the expected level for age

Problems processing and understanding what he or she hears

Difficulty finding the right word or forming answers to questions

Problems remembering the sequence of things

Difficulty seeing (and occasionally hearing) similarities and differences in letters and words

Inability to sound out the pronunciation of an unfamiliar word

Difficulty spelling

Spending an unusually long time completing tasks that involve reading or writing

Avoiding activities that involve reading

Teens and adults

Dyslexia signs in teens and adults are similar to those in children. Some common dyslexia signs and symptoms in teens and adults include:

Difficulty reading, including reading aloud

Slow and labor-intensive reading and writing

Problems spelling

Avoiding activities that involve reading

Mispronouncing names or words, or problems retrieving words

Trouble understanding jokes or expressions that have a meaning not easily understood from the specific words (idioms), such as "piece of cake" meaning "easy"

Spending an unusually long time completing tasks that involve reading or writing

Difficulty summarizing a story

Trouble learning a foreign language

Difficulty memorizing

Difficulty doing math problems

When to see a doctor

Though most children are ready to learn reading by kindergarten or first grade, children with dyslexia often can't grasp the basics of reading by that time. Talk with your doctor if your child's reading level is below what's expected for his or her age or if you notice other signs of dyslexia.

When dyslexia goes undiagnosed and untreated, childhood reading difficulties continue into adulthood.

Causes

Dyslexia tends to run in families. It appears to be linked to certain genes that affect how the brain processes reading and language, as well as risk factors in the environment.

Risk factors

Dyslexia risk factors include:

A family history of dyslexia or other learning disabilities

Premature birth or low birth weight

Exposure during pregnancy to nicotine, drugs, alcohol or infection that may alter brain development in the fetus

Individual differences in the parts of the brain that enable reading

Complications

Dyslexia can lead to a number of problems, including:

Trouble learning. Because reading is a skill basic to most other school subjects, a child with dyslexia is at a disadvantage in most classes and may have trouble keeping up with peers.

Social problems. Left untreated, dyslexia may lead to low self-esteem, behavior problems, anxiety, aggression, and withdrawal from friends, parents and teachers.

Problems as adults. The inability to read and comprehend can prevent a child from reaching his or her potential as the child grows up. This can have long-term educational, social and economic consequences.

Children who have dyslexia are at increased risk of having attention-deficit/hyperactivity disorder (ADHD), and vice versa. ADHD can cause difficulty sustaining attention as well as hyperactivity and impulsive behavior, which can make dyslexia harder to treat.

# data[].attributes.attachment_link.description
Dyslexia is a learning disorder that involves difficulty reading due to problems identifying speech sounds and learning how they relate to letters and words (decoding). Also called reading disability, dyslexia affects areas of the brain that process language. People with dyslexia have normal intelligence and usually have normal vision.

# data[].attributes.headline
Resource 2.1: Mical (Dyslexia Film) - A mother's tenacity to fulfill her dyslexic 7 year-old son's true potential

# data[].attributes.subject
Resource 2.1: Mical (Dyslexia Film) - A mother's tenacity to fulfill her dyslexic 7 year-old son's true potential

# data[].attributes.body
Title: A dyslexic boy can't read and write until his mother takes matter into her own hands
Youtube Channel: Silverprince Pictures
Overview:
Based on a true story, a seven-year-old kid struggles to understand the words on the page. When Mike is diagnosed with dyslexia and his teachers fail him, his mother takes matters into her own hands in order to assist her son reach his full potential. This award-winning video was created to raise awareness of children with dyslexia, who are not only failing but also being harmed. People believe dyslexia is being addressed, but this is not the reality.
Viewing Time: 19 minutes and 49 secs
Possible Solutions:
Detecting dyslexia early and addressing it as soon as possible to avoid anxiety and depression by having background knowledge about dyslexia and identifying techniques or strategies to assist children who are experiencing difficulties. Screening is often required at the beginning of the school year to determine which students have learning challenges or disabilities. This will undoubtedly assist the teacher in implementing effective learning tactics. There are a variety of free and low cost Apps you can download to help with reading, writing, numbers and organization.  BDA Tech –British Dyslexia Association list of popular software are available at smartphones, tablets and computers.
The significance of addressing this problem:
The relevance of early detection of learning disorders such as dyslexia and discovering strategies to measure a child/student who suffers from it is the urgency of tackling this problem. This problem teaches us to understand the reasons for a child's/behavior student's before passing judgment on them.
Note to the library user:

About Resource 4

If you do want to discover and fully grasp more about dyslexia, watch this video. It will teach you how to recognize when a student has a problem and how to help them. To view the entire inspiring video, please click here. Enjoy!
What I like about this resource:
This film is absolutely packed of facts regarding dyslexia, as well as the significance of detecting and treating this type of issue as soon as possible. It is full of knowledge and wisdom that has helped us realize that we, as prospective teachers, must be open-minded about this problem and be the ones to help the children rather than to criticize or label them as dumb or stupid. Furthermore, this is based on a factual story that we will be able to connect to and properly understand.
What I don’ t like about this resource:
Some viewers may find it too long to watch, but given that it is based on a true story, this is understandable.

# data[].attributes.attachment_link.title
A dyslexic boy can't read and write until his mother takes matter into her own hands | Mical