“helping students with reading difficulties”

Most children will learn to read, no matter what method is used to teach them. But unless they receive special help, at least 20 percent of them cannot master this simple task that the rest of us take for granted. A child with a reading disability demonstrates difficulties in reading skills that are unexpected in relation to age, cognitive ability, quantity and quality of instruction, and intervention. The reading difficulties are not the result of generalized developmental delay or sensory impairment. Children with reading disability soon grow ashamed as they struggle with a skill their classmates master easily. Some students are more likely to develop reading difficulties than others. It is important to know about these tendencies so students can be monitored and any difficulties caught early. There are those students who are diagnosed with a reading-related disability but there is an even larger group of students (without diagnoses) who still require targeted reading assistance. This paper elucidates what is reading difficulties and explains the different types of reading difficulties that exist. Ultimately an attempt has been made to point out some ways through which reading difficulties can be reduced among students.