Reading problems may be overcome

 
 
 

Children start developing their literacy skills before they are able to read or write; these skills include: talking, vocabulary (quantity and quality of words, and knowledge of the word meanings), comprehension, print knowledge (for example, being able to identify the alphabet), and knowledge of the sounds that make up words.

To prevent further problems, it is important to identify reading difficulties in a child’s preschool and early school years. In children with reading difficulties, it can be observed:

  • Slow and effortful reading.
  • Frequent reading errors (for example: to add, to replace, or to delete words).
  • Text tracking difficulties (for example: to skip lines, read words back to front, or read from the bottom of the page to the top).
  • Comprehension problems after having read a large piece of text (to be unable to answer simple who, what, where, when or why questions).

Many of the reading problems are related to the five components of reading: phonological and phonemic awareness, word decoding and phonics, fluency, vocabulary, and comprehension. For some children, the problem may be the result of a combination of these factors; for other, there may be an additional problem that involves auditory, phonological, and/or language processing, attention, memory, or the learning of a second language.

But it is important to remember that all children develop at different rates and also to note that 90 to 95 % of children with reading problems can overcome their difficulties if they receive appropriate help at early ages.

In schoolchildren aged 9-10 years with attention problems, supplementation with omega-3/6 fatty acids for three months has shown to improve reading ability (specifically the phonological decoding time and the visual analysis time).


Bibliography

 
 

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