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Debunking Myths about Reading How do children learn to read? The science of reading is well understood, and often times, issues with reading can be identified as early as 4 years old by difficulty with pre-reading skills. But teacher training has lagged behind the research. You know your child is having issues reading but you keep hearing that you should wait to see how they progress as they mature. It's time to start clearing up the common myths about learning to read. Do you know what the greatest predictor of reading success is? Do flipped letters indicate a reading disability? This week’s guest, Nancy Redding, will highlight and debunk key myths and help you get a clearer grasp on what the real issues are related to learning how to read.
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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!
