Reading Disability Paper

Reading Disability Reading is the skill of reading written or printed material silently or aloud. A reading disability occurs when a student has trouble with any part of the reading process. Over 80% of students with a learning disability and related disabilities encounter difficulties in reading (Lerner & Johns, 2015). Characteristics of children who are most at risk for reading failure are: lack of phonemic awareness, not being familiar with the letters of the alphabet, not understanding the purpose of print, lacking sufficient oral language and verbal skills (Lerner & Johns, 2015). A student who is displaying signs of difficulty in reading will typically have at least one deficit in these areas: basic reading skills, reading fluency, or reading comprehension. These areas are typically what will be assessed in order to determine if the student has a SLD in reading. Additionally, knowing the student’s deficit area will assist in creating an appropriate instructional plan to target those deficits.
Written Expression Disability

Through writing, we integrate previous learning and experiences in listening, speaking, and reading” (Lerner & Johns, 2015, p. 385). There are three components of writing: written expression, spelling, and handwriting. Difficulty in written forms of communication are exhibited by: inability or low level of ability to organize words into meaningful thoughts, resulting in sentences that lack cohesion, inability to write spontaneously, poor grammar, spelling and punctuation errors, poor handwriting including poorly formed letters and numbers, and the inability to remember letter sequences in common words (Learning Disability - Written Expression Disorder,