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Rosana Dela Cruz

This document discusses two main factors that can affect reading performance and development: intelligence and intellectual factors, and language factors. For intelligence factors, it explains theories of intelligence including IQ and multiple intelligences, and how intelligence testing can help identify reading disabilities. For language factors, it describes the importance of language for communication, reading development, and thinking. It also discusses different language systems and how oral language problems can contribute to reading difficulties.

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Grace Anne Barretto Amuyot
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28 views2 pages

Rosana Dela Cruz

This document discusses two main factors that can affect reading performance and development: intelligence and intellectual factors, and language factors. For intelligence factors, it explains theories of intelligence including IQ and multiple intelligences, and how intelligence testing can help identify reading disabilities. For language factors, it describes the importance of language for communication, reading development, and thinking. It also discusses different language systems and how oral language problems can contribute to reading difficulties.

Uploaded by

Grace Anne Barretto Amuyot
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
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ROSANA DELA CRUZ

BEED-3A EOP

Reading problems and difficulty is often associated with Intelligence and Intellectual
Factors and Language Factors affect reading performances and development.

Intelligence and Intellectual Factors


A student’s intelligence may provide an estimate of his or her ability to learn. Teachers
have long noted a variation in their students’ response to reading instruction: One student grasps
the lesson quickly; another student learns the lesson in an unusual or unique way, and a third
student has great difficulty catching on. This variation is often attributed to “intelligence”
(Morris et al., 2012).

As generally used, intelligence refers to an individual’s cognitive or thinking abilities or


to the child’s potential for acquiring school skills. In fact, most intelligence tests have been
validated by comparing them with school performance. A person’s intelligence cannot be
observed directly, so what is called intelligence is inferred through the student’s responses in a
test situation. The intelligence quotient (IQ) is a score obtained on an intelligence test, and it is a
measure of performance on the intelligent test questions in relation to peers of the same age.

A student may exhibit a high capacity in one component, such as verbal abilities, and low
aptitude in another, such as spatial abilities. Different tests of intelligence are based on different
components of intelligence. Another theory of intelligence proposed by Gardner (1999) is that of
multiple intelligences. Gardner proposes that people have many different intelligences. Gardner
suggests eight types of intelligence: linguistic, musical, logical-mathematical, spatial, bodily
kinesthetic, sense of self, sense of others, and naturalistic.

A reading disability is sometimes measured in terms of the difference between the


student’s expected reading level (usually a student’s grade placement) and the student’s actual
reading level. Another method uses intelligence test scores to determine whether a student has a
reading disability. Using this method, teachers can determine whether a significant discrepancy
exists between the student’s potential for reading achievement (as measured by an intelligence
test) and the student’s actual reading performance as measured by a standardized reading
achievement test. A large gap, or discrepancy, between reading potential and reading
achievement indicates a reading disability, because the student has the potential to read much
better.

Language Factors

Language is recognized as one of the greatest of human achievements, more important


than all the physical tools invented in the last 10,000 years. Language permits human beings to
speak of things unseen, recall the past, and verbalize hopes for the future.

People communicate with each other through a communication process. Students’ ability
to express and receive thoughts through oral language provides the foundation for reading; in
other words, reading is based on language development. It is therefore not surprising that reading
is an integral part of the language system of literate societies. Some students with reading
problems have underlying problems with language.

Language is an integrated system linking the oral language forms of listening and talking
to the written language forms of reading and writing. As children mature, language plays an
increasingly important part in the development of thinking and the ability to grasp meaning.
Words become symbols for objects, classes of objects, and ideas.

As children gain competence using language in one form, they also build knowledge and
experience with the underlying language system, and this learning carries over to learning
language in another form. Oral language provides a knowledge base for reading and writing.
Similarly, practice in writing improves both reading and oral language. Oral language problems
can contribute to reading disability. About 8% of children fail to develop speech and language at
the expected age (Tallal, Miller, Jenkins, & Merzenich, 1997).

Children who have delayed speech and language development often experience problems
in reading an important distinction needs to be made between receptive language (understanding
through listening or reading) and expressive language (using language in speaking and writing).
Usually, people’s receptive abilities exceed their expressive ones; that is, they understand more
words than they use in speech and can read more words than they can write.

At times a student may appear to have poor language abilities because he or she engages
in little conversation or gives one-word replies to questions. However, oral expressive language
can be influenced by a student’s comfort level. Therefore, teachers must consider the student’s
language abilities in both receptive and expressive language. Linguists identify four different
systems involved in oral language: phonology (the sounds of language), morphology
(meaningful elements within words), syntax (the grammatical aspects of language), and
semantics (the vocabulary of language).

Students with reading problems may exhibit difficulties in one or more of these linguistic
systems. Language Disorders. Language disorders refer to the slow or atypical development of
receptive and expressive oral language. The child with a language delay is slow at talking and
poor in vocabulary development and may have difficulty learning to formulate sentences.

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