I chose this article because I have a few students that struggle with reading, but for different reasons. One student struggles with comprehending what he reads and another struggles with letter recognition, letter-sound recognition, and word recognition so because he cannot read, he struggles with fluency and comprehension in terms of reading. He can comprehend if read to, just not when he reads himself.
Three important things/ideas that I read from this article would be that 1.) 70-80% of struggling readers have difficulties with accurate and fluent word recognition that originates with weaknesses in phonological processing which is also often combined with fluency and comprehension difficulties, 2.) 10-15% of struggling readers have difficulty with speed of word recognition and automatic recall of word spellings, and 3.) 10-15% of struggling readers can decode words, but struggle comprehending what they read, but the most important thing I learned was that most students will have a double deficit, meaning that they will struggle in two areas rather than just one.
I chose this image below because even though a child may struggle with one of the above areas, it does not mean that they have only weaknesses. My most struggling student has strengths and I use those strengths to help build onto other skills. Even though they may make little progress, it is still progress.
http://www.readingrockets.org/article/types-reading-disability
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