Republic of the Philippines

Department of Education
REGION XII- SOCCSKSARGEN
DIVISION OF GENERAL SANTOS CITY

READING DIFFICULTIES

ALLAN T. FLORES
Resource Person
PRIMING ACTIVITY
PRIMING ACTIVITY
 OBJECTIVES
At the end of the session, the participants will be
able to:
1.) define reading difficulty;
2.) identify various reading difficulties;
3.) discuss causes of reading difficulties and how to
overcome them;
4.) identify common deficiencies in reading; and
5.) suggest activities or strategies to address the
common reading deficiencies.
“Reading is important. If you
know how to read, then the
whole world opens up to you.”

– Barack Obama
WHAT IS READING?
 WHAT IS READING?

Reading is making meaning from

print. (NOON)
(NGAYON) Reading is a
multifaceted process involving
word recognition, comprehension,
fluency, and motivation.
 WHAT IS READING DIFFICULTY?

Reading Difficulty – is defined from

a normative perspective (i.e., how a
child performs in reading compared
with peers or educational
expectations).
HOW DO WE IDENTIFY READING DIFFICULTIES?

Symptoms:
1. Problems in sounding out words
2. Difficulty recognizing sounds and the letters that
make up those sounds
3. Poor in spelling
4. Slow in reading
5. Problems in reading out loud with correct expression
6. Problems in understanding what was just read.
 CAUSES OF READING DIFFICULTIES

• Attention Deficit Hyperactivity Disorder (ADHD)

• dyslexia
• decoding problems
• difficult text
• limited vocabulary
• working memory deficit
• lack of comprehension due to boredom or disinterest
ATTENTION DEFICIT HYPERACTIVITY DISORDER (ADHD)

- is a condition
that affects
people’s behavior.
People with ADHD
can seem restless,
may have trouble
concentrating and
may act on
impulse.
DYSLEXIA

- is a learning
impairment
characterized by trouble
reading as a result of the
difficulty in speech
sounds and
understanding how they
link to words and
letters.
DECODING PROBLEMS

DECODING
- is the ability to apply your
knowledge of letter-sound
relationships, including
knowledge of letter
patterns, to correctly
pronounce written words.
COMPREHENSION PROBLEMS

Poor comprehension skills

make reading cognitively
challenging. It can also
demotivate a child from
developing a reading habit.
RETENTION PROBLEMS

Retention requires both

decoding and comprehending
what is written. This task relies
on high level cognitive skills,
including memory and the
ability to group and retrieve
related ideas. As students
progress through grade levels,
they are expected to retain
more and more of what they
read.
 HOW READING WORKS

Not every student acquires reading skills

at the same rate.

Reading begins with mastering pre-

literacy skills, including learning the
alphabet and enhancing phonemic
awareness.
What precedes identifying
reading difficulties in terms of
importance?
COMMON READING DEFICIENCIES
HOW READING WORKS

• Mispronunciation
• Omission
• Substitution
• Insertion
• Repetition
• Transposition
• Reversal
HOW READING WORKS
HOW READING WORKS
SUGGESTED ACTIVITIES
 MISPRONUNCIATION

• Word Pronunciation Practice: Select a list of words

commonly mispronounced by the learners. Practice
pronouncing these words together, emphasizing
correct sounds. Create flashcards or use online
resources to aid in pronunciation.
• Read-Aloud Sessions: Conduct regular read-aloud
sessions where you or the learners read passages
aloud. Pause to discuss any challenging words,
model correct pronunciation, and encourage
learners to follow suit.
 OMISSION
• Word Tracking: Ask the learners to use their
finger or a pointer while reading. Encourage
them to track each word as they say it out
loud. This helps improve word recognition and
reduces the likelihood of skipping words.
• Phonics Games: Incorporate phonics games
and activities to strengthen their
understanding of letter-sound relationships.
Engage in activities that focus on blending and
segmenting sounds in words.
 OMISSION

• Chunking Sentences: Break down longer

sentences into smaller chunks. This can make it
easier for learners to process and focus on
smaller units of text, reducing the chances of
omitting words.
 SUBSTITUTION
• Word Identification Games: Engage in word
identification games where learners have to find
and identify specific words in a passage. This
helps develop a stronger connection between the
visual representation of words and their
meanings.
• Word Pairs Matching: Prepare a set of word cards
with pairs of words that are commonly confused
or substituted. Have the learners match the
correct pairs, reinforcing the distinctions between
similar-sounding words.
 SUBSTITUTION

• Word Sorts: Organize word sorts

where learners categorize words
into groups based on similar sounds,
meanings, or spelling patterns. This
helps them distinguish between
words and reinforces correct usage.
 INSERTION
• Sentence Strips: Prepare sentence strips with
missing words, and ask learners to read the
sentences without inserting any additional words.
This helps them focus on the words presented and
reinforces the correct sentence structure.
• Word Deletion Game: Create a game where
learners need to identify and eliminate unnecessary
words from sentences. This can be done by
providing sentences with extra words and asking
them to rewrite the sentences without the
additions.
 REPETITION

• Echo Reading: Engage in echo reading where

you read a sentence aloud, and then the
learners repeat it. This can help them focus on
the words in the original sentence and reduce
the likelihood of unnecessary repetition.
• Read and Pause: Encourage learners to pause
briefly after reading each sentence. This
provides a moment for reflection, helping
them avoid repeating words unintentionally.
 REVERSAL & TRANSPOSITION

• Letter Reversal Games: Engage in games that

specifically address letter reversals. Create
flashcards with pairs of letters that are commonly
reversed (e.g., b and d) and play matching games to
reinforce correct identification.
• Repetitive Reading: Practice repetitive reading of
passages containing words with common reversal
or transposition errors. The more exposure learners
have to correctly written words, the better they can
internalize the correct patterns.
 REVERSAL & TRANSPOSITION

• Tracing or writing words while learners

read them slowly
• Using markers as guide in reading
along the line
• Making the initial letter of a word green
and the last letter red to signify “start”
and “stop”
We are on the same boat!
Thank
You!