Debunking Myths about Reading

How Do Children Learn to ReadNancy Redding, M.Ed.

May 2014

Myth: Reading is a Natural Process

There is no “reading” area of brain

Reading is a complex process involving many areas of the brain

People develop new circuits in the brain as they learn to read

5 Areas of Reading Identified by National Panel of Reading

Phonemic awareness

Phonics

Fluency

Vocabulary

Comprehension

Myth:Students with reading

difficulties cannot be identified until at least 2nd grade

Research demonstrates that early intervention can actually make changes in brain function that may prevent long term difficulty

Early Symptoms of Reading Difficulty

Delayed speech

Mispronouncing words

Disinterest in rhymes, words that begin alike, and other word play

Difficulty learning letters and sounds

Slow or inaccurate word retrieval

Difficulty remembering spoken directions

Myth: Dyslexia means seeing

words backwardsActually . . . .

The majority of reading difficulties are phonologically based— an inability to hear and manipulate sounds within words

Important Facts about Dyslexia

Originates in the brain

Characterized by slow or inaccurate reading

Can affect spelling, reading, and even math

Caused by underlying deficits in phonological processing (and rapid naming)

May result in secondary problems in reading comprehension

Does not include, but can be accompanied by, emotional difficulties brought on by the frustration and failure of the student

Goal: All Children Reading

With early identification and remediation, many reading problems can be avoided

All primary teachers, reading specialists, and special education teachers should know:

How to use research based, structured, explicit instruction to teach decoding skills to all children

How to identify struggling readers

How to use proven intervention techniques

We know what to do; now we have to do it!