THE DIFFICULTIES

IN ORAL READING
n
WHAT IS ORAL READING
Is a technique to improve poor readers word
identification in context.
To help poor readers develop the habit of self
correcting miscues that don’t make sense in
the context of the material they are reading.
To give students immediate, on the-spot
instruction in word identification skills that
have just caused them problems
 Word Reading
Accuracy
TYPES OF
Word
READING
DIFFICULTIES Comprehension
Word Fluency
Reading Disability
WORD READING ACCURACY
When the people who have trouble with reading
accuracy struggle to break down the sounds of
spoken language. They can also struggle to match
those sounds with written symbols. This is known
as phonological awareness.
Trouble with the word reading accuracy makes it
harder to sound out or “decode” works. That makes
it hard to read fluently and accurately.
 when people talk generally about.
WORD COMPREHENSION
Reading comprehension means understanding what’s
been read. People who struggle with reading
comprehension may have difficult with;
 Word meanings
Tying information together
Monitoring their understanding
Making inferences
Remembering what they read
 Challenges with word reading accuracy often overlap
reading comprehension issues. But some people with
reading comprehension difficulties have no trouble
decoding words they just don’t understand what they’ve
read.
READING DISSABILITY
Learning disabilities do not indicate
intelligence , nor do they spring from
emotional disturbances, physical challenges
or poverty. Rather, learning differences
result from the way a person’s brain is weird
to process information and make
connections.
They are common, neurobiological in origin
and often inherited from a parent.
Learning disabilities such as dyslexia,
dyscalculia, dysgraphia, and attention deficit
hyperactivity disorder can frustrate students,
confound parents and challenges educators.
But all are treatable once they have been
detected and diagnosed.
DSYLEXIA
Difficulty spelling, recognizing words and
making connections between letters and
sounds may signal dyslexia.
Challenges or delays in speaking, learning
songs or rhymes, remembering numbers in
sequence and discerning left from right can be
symptoms.
DYSGRAPHIA
Writing is the challenge here.
Students may have distorted
handwriting, omit words and
struggle to put thoughts to
paper.
DYSCALCULIA
Difficulty with numbers,
fractions, match concepts,
making change and telling time
all can be markers of
dyscalculia.