Obstacles to Reading

Facts Discovered by Scientist

Children display dominance in two spheres of their brain, such is the case with those who are left-handed or left-eye dominant.

But, researchers have shown that such manifestations don’t affect the ability to read.

So, it is advised that children be allowed to display their left-handed or left-eye dominant tendencies.

•Handicapped children may display spatial or directional disorientation.

Thus, they have difficulties in differentiating letters, especially in case of letters which are like such

as f and t, b, g and d.

Intellectual or maturation lag is a cause for reading retardation.

There is a close correlation between

intelligence and reading achievement .

Basic success in reading are:a)Visual acuity with eyes integrating

images well andb)auditory acuity with clear hearing of

the sounds of words.

Reading is intertwined with language, and so non-speakers of a language will have more difficulties reading a second language.

Reading and listening (particularly sound words) are closely related. Proficiency in listening is conducive to proficiency in reading.

Facts that relate to

obstacles in reading

achievement

Physical:

Malfunction of the visual and auditory faculties.

In particular, eye defects such as short/far sightedness, speech impediments, etc.

Physical discomfort among students such as headaches, stomach ache, hunger, thirst etc.

Psychological:

Child’s lack of self-confidence, feelings of rejection and other negative personality traits (shyness, being withdrawn, poor rapport with others, conflict with parents and peers, etc.)

Teacher’s personality factors such as lack of competence, emotional immaturity, lack of social sense, etc.

General atmosphere at home and school, including the attitude among the parents in guiding their children’s progress in school.

Environmental:

Conditions at home, including conditions of poor room lightning, ventilation, seating arrangement, etc.

Socio-economic

Low economic status (poverty) of children of poor families.

Sensationalism and retrogressive as fostered by commercialism in mass media.

Policies and programs of government and of schools on the development reading program.