This document discusses reading difficulties among learners. It begins by defining reading disorders as major impairments in comprehension, speech, or reading accuracy that interfere with academic or daily performance. Common characteristics of reading difficulties include challenges with word identification, comprehension, spelling, and slow reading. The document then examines factors that can cause reading compression difficulties, such as learning disabilities, attention issues, lack of vocabulary, and lack of interest. Finally, it discusses the impact of reading difficulties, including poor academic performance, low self-esteem, and potential school drop-out.

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Research Paper on Reading Disabilities
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Abstract
Reading is one of the vital skills in language learning and its mastery is influenced by
certain factors. The research is an attempt find out the difficulties faced by learners while reading
and find out the implication of the disorder. The paper will discuss reading difficulties and its
impacts reading proficiency, compare the reading of different age groups and identify
characteristics of reading difficulties among learners from the mainstream, student with
exceptional needs and diverse populations.
Introduction
Reading disorder is a learning disorder that involves major reading impairment such
comprehension, speech or accuracy to the point that the impairment interferes with academic
performance or daily life activities. Children with reading difficulties perform reading tasks
below the average as expected on the basis of their general physical health, intelligence and

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educational opportunity. Mostly, the terms dyslexia if the most common term used while
referring to reading difficulties, however, it usually include deficit in wring and spelling as well.
There are a significant disparities characterized the reading disorder between the individual’s
general intelligence and their abilities to read. Some of the common learning disorder are
disorder of the written comprehension, mathematic disorder and language processing disorder.
Evaluation of the children reading disability should be performed on the basis of the affected
individual to make a diagnosis of the difficulty in reading and differentiate it from slow learning
or low intelligence. Child’ age must be taken into consideration, educational opportunity,
intelligence and other cultural factors as whether the spoken language is varied from the
language taught and used in school. Some of the common problem with individual with reading
difficulties include slow reading speech, omission of words, poor comprehension while reading,
reversion of letter or words while reading, limited sight word vocabulary. Such individual have
characteristics such as challenges in word identification, challenges in comprehending the sound,
spelling challenges, words omission or substitution, and slow reading. Children with reading
difficulty often indicate at early stages delays in spoken language, mathematics disorder,
direction confusion, and disorder of the written expression. Therefore, this research aims at
exploring the reading difficulties among learners, its impact on reading proficiency, compare
reading and language acquisition of different age groups and identify language acquisition
characteristics of learners from mainstream.
Comprehension reading is one of the major English skills for learners. Student are
required to acquire and apply stated information from the text by interpretations or analyzing the
sentences to answer the questions. There are various problems experience by student while
performing comprehension tasks. As for the above average student, reading comprehension is

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often easy in class. Moreover, student with excellent knowledge in grammar will find
compression reading easy to apply. However, for each student, there can be different challenges
faced causing a need of teaching methods and learning activities.
Language learning.
Four skills are required in the language learning; writing, listening, reading and speaking.
Additional skills include memorization and pronunciations. During activities of learning, student
practice how to correctly and pronounce words. In this respect, speaking is a mental process of
putting thoughts into speech and pronunciation is physical. Therefore, student in their learning
process memorize everything stated from grammar to grammatical rules. This can be challenging
to some student especially, if the language learnt is not their native language. The four domains
of learning correlate and affects language learning. Research shows that learner who possess
strong oral skills learned to read and write with ease and can excel in school more than their
peers who have less knowledge in language. There is a relationship between age and the use of
language. Adolescent will generally use more non-standard varieties compared to young adults.
From adolescent to adulthood, the use of language will gradually improve. The frequency of
language application among will improve language. Academic ad social confidence improve
when children improve their compression skills. This is an indication that vocabulary is a
significant mart part of learning foreign language. It is the basis of development of other skills.
Children with reading difficulties have limited comprehension skills, produce one or two words.
Between 1-3 years, they have good compressions and can produce simple sentences, and can
make grammar and pronunciation disorder. As they progress to 3- years, they possess excellent
compression skills and can make few grammatical errors. For exceptional learners, they can

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comprehend and absorb new reading materials as well as keeping track of what they have leant.
However, there are those who take longer than needed to interpret comprehension texts.
Learner can go to school with poor skills in speaking, reading, listening and phonological
processing. Learner with poor speaking and listening skills are having language impairment.
Children who have poor phonological processing are at risk of reading disorder among them
school going children. While language impairment and reading disorder among learners in their
early stages can occur, chances that a child can be affected by both are high. Language
difficulties, may lead to reactive behavior hence learning getting few opportunity for language
learning. Children with poor; language development during their school years may encounter
difficulties with compression, spoken and written language. Lack of communication or inability
to read in class can serve as stressor and behavior problems. The behavior problems resulting
from reading or communication difficulties are maladaptive response to the stressor.
Reading Comprehension
Compression can be defined as the process of understanding information from a texts.
During compression reading, students are required to comprehend the text by answering some of
questions which come from the texts. This process might be difficult for some student
considering their low frequency of reading. Most EFL students do not have good reading habit
despite the facts that they formally learn English in school. This can be as a result of less
motivations to have reading habit. Reading comprehension demands familiarity with the topic.
Some of the questions in compression reading pertain to knowledge of the vocabulary, finding
main idea, symptoms and antonyms, answering detail questions and pronunciation. The problems
of compression reading can be in form of ADHD to dyslexia, however, student with compression

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difficulties often show these learning difficulties typically. It is important for the teacher to look
out for these signs as reading compression difficulties.
Causes of Reading Difficulty.
There are many learners who struggle with reading compression. Some of the cause of
reading compression difficulty include learning disability such as difficulty with vision or
dyslexia, speech or hearing. Attention-Deficit hyperactivity Disorder cam make it difficult for a
learners to focus on the reading process. Some learner have difficulty sounding the words hence
will take more time to produce their meaning. Lack of grade-level vocabulary can lead to
compression difficulty. Lack of interest in children can also lead to compression challenges.
a).Learners with compression difficulties often show no interest in reading. Compression
reading avoidance stems from lack of self-confidence within individuals. Subsequently, this
problems make reading and wring difficult. Frustration leads to completes avoidance.
b). Leaner with compression difficulty often show difficulty following simple instructions.
c). Learners with reading difficulties often show difficulty pronouncing or recognizing words.
This is because the leaners have hard time understanding what they are reading (Ben-Aharon 1).
d). Learner with reading difficulties often have issue understanding what has been read and
taking longer time to answer basic questions.. They also have poor penmanship.
Impact of reading compression difficulty
Reading difficulty affects academic, social life and emotional well-being of children. Leaner
with poor reading skills dismally perform in class due to compression challenges, they have low
self-esteem and often experience feelings of inadequacy. Low class performance in reading is a

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common detonator in school, attendance, discipline and can lead to drop-out at juvenile stage.
Academically, children with compression difficulty at their grade level often find it hard to read
when they get to third grade and even subsequent years (Bernanke 1).
Reading assessment should be implemented to a wider range of diverse learners to help them in
their challenges. There is a need to increase the intervention in kindergarten to prevent reading
difficulties. Language outcomes for many preschool who can be at risk of language difficulties
can be extensively provided to use complex oral language. There is also a need to support
effective teaching of reading.
Every learner obtain knowledge at their own pace. Reading difficulties hider the progress
of learning of comprehension and to some poon, can lead to poor performance in class. Reading
difficulties can be as result of poor vision, hearing loss, poor compression, skills, improper
directions tracking, and issue with decoding. Some of the common sign for reading difficulties
include inability to pay attention, lack of focus, as other to repeat information, easily destructed.

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Works Cited.
Ben-Aharon, Avivit. & signs of reading Compressions in Children and Adults. GreatSpeech.
(2020). P.1. Retrieved from: https://greatspeech.com/7-signs-of-reading-comprehension-
problems-in-children-and-adults/
Bernanke, Ben. Children reading Compression. What’s the Impact? (2020). P.1. Retrieved from:
https://www.readingfoundation.org/the-impact