This essay stresses that disorders in reading skills are a common problem for students, specifically because of the curricula that are expected to continue to be used by teachers. The persistence of the problem is linked to psychological, behavioral, emotional and developmental associations, making it difficult for students to increase their skills. The teacher responses are also often limited because of expectations with meeting specific standards, pressures associated with the classroom format and links to the expectations with the curricula that are used. The examination of disorders that are specific to reading skills is one which holds specific attributes.
This paper makes a conclusion that Tte problem which is associated with reading skills and disorders is based on the gap from teachers and administrators with meeting the need of children. Currently, policies and standards have been put into place that is based on the needs and development of those interested in creating reading skills. This is combined with the need to have more resources and tools for teachers while finding ways to fill the gaps with students who are suffering from reading disorders. The lack of information available, difficulties with those who are working with the policies and the associations that are created from the development which is expected is the main way in which the problem arises with those who are suffering from disabilities with reading. ...
This is furthered with the diverse needs which are associated with learning disabilities. This particular study will look at the gaps as well as opportunities that are associated with specific reading disabilities among students. With this study, teachers will be able to develop more opportunities for students to have capacities to learn to read, even with learning disorders. Definition of Terms Reading Disorder: Difficulty in reading based on neurological alterations in the mind. Dyslexia: Decoding of words which is not created in order. Developmental impairments: Psychological factors which link directly to the reading abilities of students, such as ADD or ADHD. Literature Review The examination of disorders that are specific to reading skills is one which holds specific attributes. General learning disorders are now divided according to ways in which individuals react and the associations which are created toward the disorders. When looking at the standards and expectations, it is noted that there are common reading disorders that many children are now focused on. This relates to cognitive and psychological dysfunctions that hinder the learning process. The problem with the disorders furthers with the teacher and administrative standards and expectations as well as the inability to continue to change the curriculum because of these standards. This is furthered with the classification differences for the learning disorders and the expected intervention programs which often don’t have the correct link to solving the disorders. Developing the needed alterations with the learning disorders and understanding how this is continuing to develop creates a firm basis to finding improved solutions to help