Signs of a

Specific Reading
Problem

Early Signs:

Specific
Reading
Problems occur
in
approximately
10% of the

general
population

Delay in speaking
Simple speech (single words or short phrases)
Appears shy because of resistance to speak
Mixing up sounds and syllables in longer words when speaking (aminal
instead of animal)
Constant confusion of left versus right
Difficulty with meaning of words that imply directions (over, under, before,
after, etc.)
Difficulty with rhyming
Close relative with a specific reading problem

Signs in Primary Grades:

Struggles with phonemic awareness
Poor handwriting

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Difficulty learning names of letters of the alphabet

Difficulty detecting, hearing, blending, and manipulating phonemes

Excellent ability to comprehend if material is read to them
Struggles memorizing addition and multiplication facts
Substitute similar word based on context (horse for pony or car for
automobile)
Slow reader

Specific Reading
Problems occur
Additional Signs:
along a uniform
Strong ability to memorize
continuum.
Diagnosis is not
A tendency towards strength in the arts
just a simple yes
Likely to be passionate about one topic or area of interest
or no.

What You
CAN DO!

General ideas for what you can do:

Remember that you are a member of a supportive and knowledgeable

staff that is committed to doing what is best for kids. Utilize the
resources!

CONNECT with the student!

Identify the student and begin comprehensive remediation in

Kindergarten and Grade 1. Early detection is so important!

Give the child work that is developmentally appropriate for him/her.

This allows the opportunity for success, so the child will start to believe
in him/herself!

Instruction must be very structured and explicit. Students need

consistency, order, and organization. They need to know what is going
to happen!

Repetition, repetition, repetition!

Create multi-sensory activities, such as writing the letter or word in the

air, in sand or shaving cream. Get them moving!

No matter what age the remediation begins, the basic beginners

reading curriculum has to be taught and mastered. Go back and fix
the problem, even if it means rhyming and reviewing letter names with
an older child.

There needs to be a diagnosis of the specific problem and a specific

prescription to fit, as there are different types and variations of reading
problems:
o Questions to ask yourself:
Is this problem a result of a general medical condition?
Is this problem a result of the students environment?
If the answers to the above questions are NO, then
proceed:
Is this Specific Reading Problem phonological?
o Difficulty with phonemic awareness/phonics
Is this Specific Reading Problem in fluency?
o Struggles with sight words and automaticity
Is this Specific Reading Problem a Double Deficit?
o Struggles are both phonological and fluencyrelated

Struggling readers, under the

right circumstances, CAN
become skilled readers!

For more information, contact:

Jennifer A. Campbell
Title I Reading Teacher
Cassville School District

Resources utilized in creating this handout:

Emergent Literacy Course, Instructor Alan L. Arnold, Viterbo
University
Shaywitz, Sally. Overcoming Dyslexia. New York: Alfred A. Knopf,
2003
Could It Be Dyslexia? Bright Solutions for Dyslexia, LLC, 2001