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Views on improving kids reading ability

A substantial proportion of children struggle to learn to read. This not only impairs their academic achievement, but increases their risk of social, emotional, and mental health problems. In order to help these children, reading scientists have worked hard for over a century to better understand the nature of reading difficulties and the people who have them. The aim of this perspective is to outline some of the things that we have learned so far and to provide a framework for considering the causes of reading difficulties and the most effective ways to treat them.

Scientists have been investigating poor reading also known as reading difficulty, reading impairment, reading disability, reading disorder, and developmental dyslexia to name but a few for over a century. While it may take another century of research to reach a complete understanding of reading impairment, there are number of things that we have learned about reading difficulties, as well as the children who experience reading them, that provide key clues about how poor reading can be identified and treated effectively.

One thing that we have learned about poor readers is that they are highly heterogeneous; that is, they do not all display the same type of reading impairment i.e., "reading behavior". Some poor readers have a specific problem with learning to read new words accurately by applying the regular mappings between letters and sounds. This problem, which is often called poor phonological recoding or decoding, can be detected by asking children to read novel non-words such as YIT. Other poor readers have a particular difficulty with learning to read new words accurately that do not follow the regular mappings between letters and sounds, and hence must be read via memory representations of written words.