| Does not read for pleasure. |
Engages in leisure activities other than reading;
prefers more active pursuits.
Doesn't read stories to his/her children. |
| Does not use reading to gather information. |
Cannot easily use materials like newspapers
and classified ads to obtain information. |
| Has problems identifying individual
sounds in spoken words. |
Does not attempt to sound out words in
reading or does so incorrectly. May read words
with syllables backwards (was for saw; net for
ten) |
| Often needs many repetitions to learn
to recognize a new or unused word. |
May encounter a newly learned word in a text
and not recognize it when it appears later in
that text. |
| Oral reading contains many errors,
repetitions and pauses. |
Reads slowly and labouriously, if at all. Words
may be skipped, endings can be left off and
there are frequent repetitions. May refuse to
read orally. |
| Efforts in reading are so focused on
word recognition that it detracts from
reading comprehension. |
Loses the meaning of text, but understands the
same material when it is read aloud. |
| Has problem with comprehension
that goes beyond word recognition.
May have limited language skills that
affect comprehension. |
Does not understand the text when it is read to
him/her. |
Has limited use of reading strategies.
Is an inactive reader; not previewing
text, monitoring comprehension, or
summarizing what is read. |
When prompted to do so, does not describe
strategies used to assist with decoding and
comprehension of text. |
| Rarely practices reading, which may
compound reading problems. Lacks
complex word knowledge. |
Recognizes and uses fewer words, expressions,
and sentence structures than peers. |