Learning disabilities (LDs) are brain-based differences that involve challenges in one or more of the psychological processes. The majority of students identified with LDs experience difficulties with some aspect of reading. It is estimated that 89% [1] of individuals with LDs have a learning disability in the area of reading.
Even students who have not yet been identified as having LDs may show early signs or reading difficulty. Educators should watch for these early indicators and provide timely support to help prevent students from falling behind.
Reading involves taking in and making meaning from written language. Research in recent years has deepened our understanding of how the reading process works—and just how complex it really is.
Many students with reading-related LDs struggle with letter-sound relationships. They need explicit instruction in phonological skills, as difficulties identifying speech sounds can impact spelling, word recognition, and vocabulary development. Sometimes the term dyslexia is used to describe learning disabilities that affect reading.
In addition, these students often require practice with reading fluency. If they are not able to understand the words they are reading and derive meaning from context, they need opportunities to build vocabulary and develop a repertoire of comprehension strategies.
With access to electronic books and assistive technology, students can read texts at their language comprehension level—even ir that’s above their current reading level—while continuing to strengthen their reading skills.
Watch this video to learn more about reading and LDs:
Introduction to LD’s – Literacy