Some kids have a learning disability that makes reading difficult to learn. Others come to school without the literacy experiences they need to become readers. Some children struggle because they've received poor or inadequate reading instruction. When these and other risk factors are identified early, though, many children's reading difficulties can be prevented and remediated.
Difficulty recognizing the individual sounds in spoken words (phonemes). The ability to recognize and play with speech sounds is called phonemic awareness.
Difficulty sounding out written words (decoding) and recognizing familiar word parts.
Difficulty understanding what is being read. Limited vocabulary and background knowledge contribute to lower levels of reading comprehension.
Limited English language development exposure.
Limited experience with valuable media and books.
Instruction that doesn't meet an individual child's needs. For example, a child with dyslexia may need additional explicit (step-by-step) instruction, provided in a carefully planned sequence.
Many students may enter kindergarten or primary school performing below their peers and remain behind as they move through their grading levels. Differences in language development at home, exposure to books and background experiences multiply as students confront more challenging reading material in the upper grades.
Skilled people are not born with their skills, if you think your child needs help—you can get in touch with us to understand what we can offer. Visit our Intervention Programme page to learn more.
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