Synthesis Paper: Reading Difficulties, Disabilities, or Problems

SYNTHESIS PAPER:
READING DIFFICULTIES, DISABILITIES, OR PROBLEMS
Why does reading is a basic part of education? Is it an essential to have a better
understanding to a certain topic? Do reading can make our lives easier? There are a lot of
benefits when we know how to read and understand it all at once. There are circumstances that
students or children nowadays do not read because of the evolving technologies which makes
our lives easier than it should be. With just one click, we can see and visualize the picture
instantly on what is being said. But to my perception, I think that reading still plays a great role in
our lives which can give us knowledge beyond we know on our own. Reading is better than
watching because it helps us to comprehend and imagine things and can reduce memory loss.
But why does children or students nowadays are having a hard time in reading and
understanding a simple phrase?
According to Presidential spokesman Salvador Panelo, over 600,000 students around
the age of 15 from 79 different countries joined the reading assessment of the Program for
International Student Assessment (PISA) in 2018. Filipino students got a rating of 340 points in
the survey, which is lower than the average 487 points. Majority of Filipinos aged 15 are in
Grade 9. Filipino students ranked last among 79 countries in a global survey of reading
comprehension, a result that the Palace opted to view in a “constructive” manner. In this case,
Filipino students have poor reading comprehension and a reality that must be recognized by the
country in order to improve its educational system. I think one of the reasons why there are
students who do not have the interest in reading is because there is nobody who can guide the
students from their studies especially in reading. That is why it is important that the chance that
was given to other people must grab the opportunity and return the chance to those people who
are really in need.

Learning to read is an essential part of basic education. Reading, after all, is an
important gateway to their disciplines. It has been said that reading is the primary avenue to
knowledge (Stern and Gould, 1995). Reading is the most significant step through the lives of
people to know how to engage the knowledge and information around the world. It is important
to know information and what is happening around to become aware and be informed at the
same time. It can give us a better understanding and new discoveries of learning. In Edward
William Dolch’s 1951 book, “Psychology and Teaching of Reading”, was defined as “imagining,
thinking, and feeling about ideas and thoughts made from past experiences that are suggested
by perception of printed words” (p.9). Reading, as asserted by the author, is an activity that
requires the different capabilities of the mind, as the reader processes words and their
meanings. Reading is a tool to improve our general knowledge and can give us the opportunity
to expand our connections with other people and their cultures as readers can share
experiences and feelings toward others.
Data were obtained by means of observation and document examination. In the
study related to determining reading status, it was established that the student had
made errors such as repetition, syllabication, omission, addition and failure to notice
punctuation marks. (Hayati Akyol, Yasemin Boyaci-Altinay. 2019. Reading Difficulty
and its Remediation. Volume 8 Issue 4 (October 2019), Pages: 1269-1286 ). There are
students who do not have improvements when it comes to reading because of lack of
guidance. Some articles said that it is because of students who does not have
interests in reading and they are prone to errors such as repetition, failure to notice
punctuations and more.
Reading difficulties, disabilities, and or problems may have a huge impact to the society
that we live in right now, and I think there are many solutions that can be done if we will help
hand in hand, focus on what are the top problems that our community is having and expect
positive chances and solutions like it is not too late to recover from the snags because we hold
the lives of our future that lies on our present hands.
Reading is essential to success in our society. The ability to read is highly valued and
important for social and economic advancement. Most children learn to read fairly well. In fact, a
small number learn it on their own, with no formal instruction, before school entry (Anbar, 1986;
Backman, 2983; Jackson, 1991; Jackson et al.; 1988). Although the gap in reading performance
between educational haves and have-nots has shrunk over the last 50 years, it is still
unacceptably large, and in recent years it has not shrunk further (National Academy of
Education, 1996). The rich-get-richer and poor-get-poorer economic effects compound the
difficulties facing educational policy makers, and they must be addressed if we are to confront
the full scope of inadequate literacy attainment (see Bronfenbrenner et al., 1996).
Clear and worrisome problems have to do specifically with children’s success in learning
to read our ability to teach reading to them. There are many reasons for these educational
problems−none of which is simple. The many children who succeed in reading are in
classrooms that display a wide range of possible approaches to instruction. In making
recommendations about instruction, one of the challenges facing the committee is the difficult-
to-deal-with fact that many children will learn to read in almost any classroom, with almost any
instructional emphasis. Nonetheless, some children, in particular children from poor, minority, or
non-English-speaking families and children who have innate predispositions for reading
difficulties, need the support of high-quality preschool and school environments and of excellent
primary instruction to be sure of reading success. We attempt to identify the characteristics of
the preschool and school environments that will be effective for such children.
Although children have been taught to read for many centuries, only this century−and
until recently only in some countries−has there been widespread expectation that literacy skills
should be universal. Under current conditions, in many ‘literate’ societies, 40 to 60 percent of
the population have achieved literacy; today in the United States, they expect 100 percent of the
population to be literate. Furthermore, the definition of full-fledged literacy has shifted over the
last century with increased distribution of technology, with the development of communication
across distances, and with the proliferation of large-scale economic enterprises (Kaestle, 1991;
Miller, 1988; Weber, 1993). Academic success, as defined by high school graduation, can be
predicted with reasonable accuracy by knowing someone’s reading skill at the end of grade 3.
A person who is not at least a modestly skilled reader by the end of third grade is quite
unlikely to graduate from high school. Only a generation ago, this did not matter so much,
because the long-term economic effects of not becoming a good reader and not graduating from
high school were less severe. Perhaps not surprisingly, when teachers are asked about the
most important goal for education, over half of elementary school teachers chose “building basic
literacy skills” (National Center for Education Statistics Schools and Staffing Survey, 1990-1991,
quoted in National Center for Education Statistics, 1995:31).
Reading problems are found among every group and in every primary classroom,
although some children with certain demographic characteristics are at greater risk of reading
difficulties than others. Precisely how and why this happens has not been fully understood. In
some cases, the sources of these reading difficulties are relatively clear, such as biological
deficits that make the processing of sound-symbol relationships difficult; in other cases, the
source is experiential like poor reading instruction.
The neuroscience research on reading has expanded understanding the reading
process (Shaywitz, 1996). For example, researchers have now been able to establish a
tentative architecture for the component processes of reading (Shaywitz et el., 1998; Shaywitz,
1996). All reading difficulties, whatever their primary etiology, must express themselves through
alterations of the brain systems responsible for word identification and comprehension. Even in
disadvantaged or other high-risk population, many children do learn to read, some easily and
others with great difficulty. This suggests that, in all populations, reading ability occurs along a
continuum, and biological factors are influenced by, and interact with, a reader’s experiences.
The findings of an anomalous brain system say little about the possibility for change, for
remediation, or for response to treatment. It is well known that, particularly in children, neural
systems are plastic and responsive to changed input.
Reading difficulties may prevent if there would be some people who are willing to teach
children to read. We always have to remember that how a person learned how to read is the
same as the other. It is important to understand be aware of what our society have and have not
and we can get the chance to change it before it is too late.

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SYNTHESIS PAPER:

READING DIFFICULTIES, DISABILITIES, OR PROBLEMS

Why does reading is a basic part of education? Is it an essential to have a better

understanding a simple phrase?

According to Presidential spokesman Salvador Panelo, over 600,000 students around

are really in need.

experiences and feelings toward others.

Data were obtained by means of observation and document examination. In the

punctuation marks. (Hayati Akyol, Yasemin Boyaci-Altinay. 2019. Reading Difficulty

punctuations and more.

the lives of our future that lies on our present hands.

classrooms that display a wide range of possible approaches to instruction. In making

primary instruction to be sure of reading success. We attempt to identify the characteristics of

quoted in National Center for Education Statistics, 1995:31).

source is experiential like poor reading instruction.

The neuroscience research on reading has expanded understanding the reading

systems are plastic and responsive to changed input.

and we can get the chance to change it before it is too late.

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