Reading Disability: Current Practices for Learning

In typical learners, reading is the basis of learning.Most of us learn to recognize letters prior to pre-school, and the majority of us learn to read single words and simple sentences in kindergarten and first grade.Evidence is not wholly conclusive as to what part of the brain we use to read.This can be attributed to many factors ranging from how the reader views the activity, such as work and a non-leisure activity versus an enjoyable activity, to biological factors that may make reading more difficult, and in effect less enjoyable for some children.There are also distractors to take into consideration that present to young readers such as technology and socialization.According to the Diagnostic and Statistical Manual of Mental Disorders-Fifth Edition, Reading Disability is classified as a neurodevelopmental disorder, within the more general category "specific learning disorders," qualified by the description "with impairment in reading" [1].To be diagnosed with specific learning disorder, a person must have difficulties in at least one of the following areas, and the symptoms also must have continued for at least six months despite interventions: difficulty reading (e.g., inaccurate, slow and only with much effort); difficulty understanding the meaning of what is read; difficulty with spelling; difficulty with written expression (e.g., problems with grammar, punctuation or organization); difficulty understanding number concepts, number facts or calculation; or difficulty with mathematical reasoning (e.g., applying math concepts or solving math problems) [1].In 2015-16, the number of students ages 3-21 receiving special education services in the United States was 6.7 million, or 13 percent of all public school students.Among students receiving special education services, 34 percent had specific learning disabilities [2].The challenge presented to researchers and educators is to mesh the research-proven methods for reading with classroom practices.Although reading is a fundamental skill that is required throughout one's lifetime, many children lose interest in reading by a very young age.Perhaps the occurrence of this can be diminished by focusing on incorporating solid research into classroom practices of teaching reading.