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Obstacles to reading
This document discusses various obstacles to reading achievement in children. Physical obstacles include visual or auditory impairments that make it difficult to differentiate letters. Psychological obstacles involve a lack of self-confidence or negative personality traits in the child or teacher qualities like lack of competence. Environmental factors also impact reading, such as poor lighting or seating at home. Socioeconomic status, commercial influences, and school reading programs can additionally influence a child's ability to read.
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Obstacles to reading
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- 3. Children display dominance intwo 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.
- 4. •Handicapped children maydisplay 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.
- 5. Intellectual or maturation lag isa cause for reading retardation.
- 6. There is aclose correlation between intelligence and reading achievement .
- 7. Basic success inreading are: a)Visual acuity with eyes integrating images well and b)auditory acuity with clear hearing of the sounds of words.
- 8. Reading is intertwined withlanguage, and so non-speakers of a language will have more difficulties reading a second language.
- 9. Reading and listening (particularlysound words) are closely related. Proficiency in listening is conducive to proficiency in reading.
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- 12. Malfunction of thevisual 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.
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- 14. Child’s lack ofself-confidence, feelings of rejection and other negative personality traits (shyness, being withdrawn, poor rapport with others, conflict with parents and peers, etc.)
- 15. Teacher’s personality factorssuch 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.
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- 19. Conditions at home, includingconditions of poor room lightning, ventilation, seating arrangement, etc.
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- 21. Low economic status(poverty) of children of poor families. Sensationalism and retrogressive as fostered by commercialism in mass media.
- 22. Policies and programs of governmentand of schools on the development reading program.