![]() But the pattern of strengths and weaknesses at least points you in the right direction. There may be other reasons for some of these weaknesses (difficulty following oral directions could indicate weak working memory or attention or auditory processing, or that you are talking to a teenager). ![]() Obviously, some of these skills are developmental (a four-year old who assumes all the babysitters know each other is normal a seventh graders who still assumes that, not so much). Is she particularly weak at following oral directions? Is she fairly good at following oral directions? Is she able to make inferences from clues?ĭoes she have trouble making inferences, insisting that she cannot know because the author didn’t say?ĭoes he tell a coherent story with at least some details and an awareness of what you know and don’t know?ĭoes he have trouble thinking of a story and/or assume you know what he knows so he doesn’t need to explain anything? Is his comprehension just as weak whether he is reading to himself or being read to?ĭoes she have significantly more trouble with nonsense words than real words?ĭoes she read the nonsense words with ease? Is the reading halting, slow or effortful?ĭoes he understand much better than when he reads to himself? When you run across a kiddo with weak reading comprehension and you’re just not sure why, go through this checklist. Ask them to make inferences about what they have read, and they are deer in the headlight.īefore you get frustrated with them and start nagging at them to pay more attention or try harder, realize that this is a pattern of strengths and weaknesses that, while not as common as dyslexia, is out there. ![]() But start asking them comprehension questions, and they draw a blank. Listening to them, it is hard to believe there could be anything wrong. They often picked up reading early and read–that is decode words–way above grade level. These kiddos often fly below the radar for years because they sound like such expert readers. While the former group of kids is referred to as having dyslexia, these kiddos have what is called hyperlexia: reading words really well, but without sufficient comprehension. It’s about the kids who spell like a champ, but freak or freeze when asked to write, especially if asked to come up with their own ideas. This blog post is about the kids who learn to read fine, but somehow still struggle to comprehend what they read. This weak phonemic awareness leads to weak phonics (the mapping of sound to print) and thus to weak reading and writing, especially spelling. The most common cause of these kiddo’s struggles is weak phonemic awareness (the ability to recognize, isolate and manipulate the smallest parts of speech, like the /c/ in cat). ![]() Bright, verbal kids you would expect to be reading voraciously and writing down all the great stories they love to tell, but who struggle to read or write fluently. Many of the kids who come to me have what I would refer to as garden-variety dyslexia. ![]()
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