Problems in reading are very common in school-aged children. Some children have initial difficulty in learning to read but after a short time they make progress and go on to be fine readers. For other children, anywhere from 7 to 15% of the general population, the reading problem persists. Some people have no problem in reading words, but have difficulties in reading comprehension or understanding. Problems in reading comprehension are often related to problems with attention, concentration, or with a special type of short-term thinking process called “Working Memory.”

When a child has persistent difficulties in reading words, despite adequate instruction, this problem is often referred to as dyslexia, which means specific reading disorder. Many people consider this term to mean the same thing as developmental reading disability or specific reading retardation – all of these terms share the same definition. These terms are interchangeable.

Many people confuse dyslexia with the symptoms of “reversing letters and numbers.” In actuality, these symptoms are not central to the condition. However, children with reading problems can have weaknesses in perceiving, identifying, and remembering letters. The letter “b” can be confused with the letter “d,” and the letters “g,” “p,” and “q” can also be confused with each other, etc., while this letter confusion is associated with learning a sight vocabulary.

Other children have problems in reading because of a difficulty in mastering phonics. One essential aspect of reading concerns associating small speech sounds with letters or groups of letters. This problem in associating symbols with sounds results in a disability for developing word decoding skills.

Reading is actually a language skill. Many people with reading problems can be differentiated from normal control subjects on the basis of a variety of language parameters that require direct testing and evaluation.

Early identification of problems can be critical in the remediation process. Reading cuts across all academic areas so successful reading is a necessity for successful educational achievement. Very young children who are first entering school often demonstrate a variety of “at risk” factors for reading problems before they even start to learn to read. The relationship between reading words, reading comprehension, and spelling often changes as a child gets older. Therefore, children with reading problems look different at different ages, presenting with different patterns of symptoms, which underscores the necessity for experienced and competent neuropsychological assessment.

If you have any questions about learning disabilities or their evaluation, please email Dr. Koziol. You may call him at (847) 686-3643. Leave your message on the confidential voice mail system and your call will be answered as soon as possible.

You may also write to:

Leonard F. Koziol, Psy. D.
3800 N. Wilke Road
Suite 160
Arlington Heights, IL 60004

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