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Cognitive factors that affects reading and writting
This document discusses cognitive factors that affect reading and writing comprehension. It defines reading comprehension and notes that roughly 85% of children with learning difficulties struggle primarily with reading. Decoding, comprehension, and retention difficulties are described, along with signs of each. Writing difficulties are also explored, with attention problems, spatial/sequential ordering problems, memory issues, language problems, and difficulties with higher-order cognition provided as examples. Specific ways these issues might appear in a child's reading and writing are outlined.
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Presentation prepared by Dianna Waite-Wilson and Nickesha Plummer.
Reading comprehension is the ability to construct meaning from text, evolving over a reader's lifespan.
85% of children with learning difficulties face primary reading issues; early identification can lead to improvement.
Decoding involves understanding letter-sound relationships; difficulties lead to slower reading and comprehension issues.
Struggling to decode hampers understanding; signs include confusion and lack of idea connections.
Retention requires decoding and comprehension; issues reflected in memory and application of the text.
Writing difficulties can severely impact education and self-esteem as demands increase.
Difficulties are interconnected; attention issues manifest in distractibility and errors in writing.
Children with spatial ordering issues have problems with arrangement on a page; sequential issues affect structure in writing.
Memory issues hinder writing processes; language difficulties evident in vocabulary and grammar.
Challenges in higher-order cognition affect idea generation and organization in writing tasks.
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Similar to Cognitive factors that affects reading and writting
Cognitive factors that affects reading and writting
- 1. Prepared by DiannaWaite-Wilson and Nickesha Plummer
- 2.
- 3. Definition of Reading Comprehension Reading comprehension refers to the ability of a reader to construct meaning from text. Expected levels of of reading comprehension vary throughout a reader’s lifespan. When children first learn to read, the emphasis is on understanding the meaning of words and how they form sentences to communicate simple ideas.
- 4. Factors that affectsreading Reading Facts Roughly 85% of children diagnosed with learning difficulties have a primary problem with reading and related language skills. Reading difficulties are neurodevelopmental in nature. Neurodevelopmental problems don't go away, but they do not mean that a student (or an adult) cannot learn or progress in school and life.
- 5. •Most children withreading difficulties can be taught reading and strategies for success in school. •When children's reading problems are identified early, they are more likely to learn strategies that will raise their reading to grade level.
- 6. Decoding Difficulties Decodingrefers to the reader’s ability to make sense of letter-sound relationship, in order to quickly recognize familiar words. Readers who experience difficulty with decoding and recognizing words read at a much slower pace and find it more difficult to comprehend the meaning of reading passages than their peers without decoding difficulties.
- 7. signs of decoding difficulties trouble sounding out words and recognizing words out of context confusion between letters and the sounds they represent slow oral reading rate (reading word-by-word) reading without expression ignoring punctuation while reading
- 8. Comprehension Difficulties Comprehension relies onmastery of decoding; children who struggle to decode find it difficult to understand and remember what has been read. Because their efforts to grasp individual words are so exhausting, they have no resources left for understanding.
- 9. Signs of comprehension difficulty: confusion about the meaning of words and sentences inability to connect ideas in a passage omission of details difficulty distinguishing significant information from minor details lack of concentration during reading
- 10. Retention Difficulties Retentionrequires both decoding and comprehending what is written. This task relies on high level cognitive skills, including memory and the ability to group and retrieve related ideas.
- 11. Signs of retentiondifficulty trouble remembering or summarizing what is read difficulty connecting what is read to prior knowledge difficulty applying content of a text to personal experiences
- 12.
- 13. Writing difficulities Like alllearning problems, difficulties in writing can be devastating to a child's education and self-esteem. As children progress through school, they are increasingly expected demands what they know about many different subjects through writing. If a child fails to develop certain basic skills, he will be unable to write with the speed and fluency required to excel as these demands increase.
- 14. Writing continute;s Writingproblems rarely occur in isolation, and improvements in writing go hand in hand with the development of other non-writing-specific skills. Thus, a problem with the development in one of thes
- 15. Attention Problem Children whostruggle with attention may be inattentive and impulsive. An attention problem may manifest itself as: difficulty getting started on writing assignments easy distractibility during writing tasks mental fatigue or tiredness while writing
- 16. Continues inconsistent legibilityin writing uneven writing tempo many careless errors poorly planned papers and reports
- 17. Spatial Ordering Problem Childrenwho struggle with spatial ordering have decreased awareness regarding the spatial arrangement of letters, words, or sentences on a page. A spatial ordering problem may manifest itself in a child's writing as: poor use of lines on the paper organizational problems uneven spacing between letters
- 18. Sequential Ordering Problem Childrenwho struggle with sequential ordering have difficulty putting or maintaining letters, processes, or ideas in order. A sequential ordering problem may manifest itself in a child's writing as: poor letter formation transposed letters and spelling omissions poor narrative sequencing lack of transitions
- 19. Memory Problem Because somany writing processes need to be automatic, active working memory is critical. Children may have difficulty recalling spelling, grammar, and punctuation rules, accessing prior knowledge while writing, or organizing ideas. A memory problem may manifest itself in a child's writing as: poor vocabulary
- 20. Cont; many misspelledwords frequent capitalization, punctuation, and grammar errors
- 21. Language Problem Good writingrelies on a child's language abilities improving steadily over time. A language problem may manifest itself in a child's writing as: poor vocabulary awkward phrasing and unconventional grammar inappropriate use of colloquial language difficulty with sentence structure and word order trouble reading back what is written difficulty with word sounds, spelling, and meanings
- 22. Higher-Order Cognition Problem Children whohave difficulty with higher-order cognition are often unable to use writing to present a sound argument or convey sophisticated or abstract ideas. A higher-order cognition problem might manifest itself in a child's: trouble generating ideas or elaborating on them
- 23. Cont; difficulty developingand organizing ideas lack of opinion or sense of audience difficulty with writing tasks that require creativity and/or critical thinking