Hope this may help you :)

1. Special Problems
in Word
Recognition

2. Word Recognition is a process by which readers
match written representation of words with their
sound and spelling on memory (Walpole &
McKenna 2007:48). This process does not refer
merely to recognizing words on a flashcard, but
requires rapid retrieving of them from memory,
which is triggered by the application of letter-
sound knowledge.

3. Children with weak phonological skills and
limited phonic knowledge have great difficulty
in reaching the level of word recognition. They
exhibit a serious limitation in the number and
range of words they can recognize. This
deficiency causes them to continue to process
print slowly and laboriously letter by letter, and
they take many more repetitions than normal
readers to begin to recognize words.

4. Ehri’s (1997; 1998) research confirms that
children with a reading disability unable to
memorize the important spelling patterns.
Instead, they are cued mainly by the initial and
final boundary letters – an inaccurate approach
to word recognition, more typical of the earlier
partial alphabetic stage.

5. • TEXT-PROCESSING PROBLEMS
Poor readers often have difficulty in fully
comprehending the text they are reading. Too
much of their mental effort is drained by the
lower-order processing of print or by inaccurate
contextual guessing.

6. Chana nd Dally (2000) clearly desribe
the basic problems:
Whereas good readers become fast and accurate at
recognizing words without context and within
context, poor readers often remain dependent on
context. The use of context to identify unfamiliar
words and labor-intensive efforts of poor readers to
decode words, due to deficits in either phonological
or orthographic processing, tax the limited resources
of working memory.

7. When the lower level skills of word recognition are
not automatic less attention is available for
comprehending the meaning of the text. The problems
of lack reading fluency and effortful recognition of
unfamiliar words compromise higher order processes
such as comprehension and learning from text.

8. In addition to the problems described
above:
• Poor readers tend not to self-monitor for
understanding.
• Many poor readers do not progress easily
above the literal level of comprehension.
• Most poor readers are compounded by the fact
that they do not possess, and are not aware of,
effective strategies to help them extract
meaning.

9. • DYSLEXIA
A good way to understand dyslexia is to
establish what it is not. It’s not a sign of low
intelligence or laziness. It’s also not due to poor
vision. It’s a common condition that affects the
way the brain processes written and spoken
language.

10. Dyslexia is primarily associated with trouble
reading. Some doctors, specialists and educators
may refer to it as a “reading disorder” or a
“reading disability.” But it can also affect
writing, spelling and even speaking.

11. Students with dyslexia often have reading
comprehension problems because they need to
develop several underlying skills, such as:
• Connecting letters to sounds
• Decoding text
• Recognizing “sight” words
• Reading fluently
• Understanding the text

12. Some of the possible causes of
dyslexia:
• Genes and heredity
• Brain anatomy
• Brain activity

13. What are the symptoms of
dyslexia?

14. Warning Signs in Preschool or
Kindergarten
• Has trouble recognizing the letters of the
alphabet
• Has difficulty blending sounds into words,
such as connecting C-H-A-T to the word chat
• Struggles to pronounce words correctly, such
as saying “mawn lower” instead of “lawn
mower”
• Has difficulty learning new words

15. • Has a smaller vocabulary than other kids the
same age
• Has trouble learning to count or say the days
of the week and other common word
sequences
• Has trouble rhyming

16. Warning Signs in Grade School
• Struggles with reading and spelling
• Confuses the order of letters, such as writing
“left” instead of “felt”
• Has trouble remembering facts and numbers
• Has difficulty gripping a pencil
• Has difficulty using proper grammar

17. • Has trouble learning new skills and relies
heavily on memorization
• Gets tripped up by word problems in math
• Has a tough time sounding out unfamiliar
words
• Has trouble following a sequence of directions

18. Warning Signs in High School
• Struggles with reading out loud
• Doesn’t read at the expected grade level
• Has trouble understanding jokes or idioms
• Has difficulty organizing and managing time
• Struggles to summarize a story
• Has difficulty learning a foreign language

19. What skills are affected by
dyslexia?
Dyslexia doesn’t just affect reading and writing.
Here are some everyday skills and activities your
child may be struggling with because of this
learning issue:
• Social skills
• Listening Comprehension
• Memory
• Navigation
• Time Management

20. Reading Therapy
In this photo, a child with reading problems
participates in a therapy program designed to
stimulate and correct the part of her brain that
processes simple sounds and recognizes them as
speech.

21. END !