Reading Disabilities in High School Students: Causes and Impact
This paper examines reading disabilities as the most prevalent form of learning disability among secondary students, affecting nearly half of those identified with LD. Drawing on research in language acquisition, phonemic awareness, and literacy development, the paper explains how reading difficulties emerge from early childhood and persist into adolescence. It outlines the three developmental stages of high school students and describes how a reading disability compounds the challenges of each stage. The paper also addresses the educational, developmental, and social consequences of untreated reading disabilities, and argues for early identification and systematic, explicit instruction as essential strategies for reducing long-term illiteracy.
- Introduction to Learning and Reading Disabilities: Prevalence and scope of reading disabilities in students
- Adolescent Developmental Stages and Reading: Three high school developmental stages and LD challenges
- How Reading Disabilities Develop: Language Acquisition and Phonemic Awareness: Phonemic awareness as foundation and predictor of reading
- Early Literacy Experiences and Their Role in Reading Success: Home literacy environments and alphabetic principle explained
- Concerns and Consequences of Reading Disabilities: Long-term educational and social impact of untreated LD
- Conclusion: Early identification and intervention as essential solutions
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What makes this paper effective
- It grounds its claims in specific statistics (e.g., 2.4 million students diagnosed with LD, 74% of at-risk first graders developing persistent difficulties), giving the argument measurable weight.
- It builds a clear causal chain from early language acquisition through phonemic awareness to reading outcomes, making the developmental argument easy to follow.
- The inclusion of Exhibit A — a structured breakdown of adolescent developmental stages — contextualizes reading difficulties within broader social and emotional development, strengthening the paper's interdisciplinary perspective.
Key academic technique demonstrated
The paper uses synthesis across multiple cited sources to construct a cumulative argument rather than summarizing each source in isolation. Findings from Savage (2007), Hock (2003), Horowitz (2006), and others are woven together to support a single throughline: that early phonemic awareness is the strongest predictor of reading success, and that failure to address it early has lifelong consequences.
Structure breakdown
The paper opens with prevalence statistics and a definition of learning disabilities, then narrows to reading disabilities specifically. It moves through language acquisition theory, the role of home literacy environments, and phonemic awareness before addressing the specific concerns that emerge at the high school level. The developmental stage exhibit supports the body argument and the conclusion reinforces the paper's central policy recommendation: early identification and explicit instruction.
Introduction to Learning and Reading Disabilities
Learning disabilities (LD) are a group of varying disorders that negatively impact learning. They may affect one's ability to speak, listen, think, read, write, spell, or compute. The most prevalent LD is in the area of reading: close to half of secondary students with LD perform more than three grade levels below their enrolled grade in essential academic skills (45% in reading, 44% in math) (NCLD, 2009). Currently, 2.4 million students are diagnosed with LD and receive special education services in schools, representing 41% of all students receiving special education. Reading disabilities are lifelong; however, their effects may be mitigated to support learning, living, and earning, particularly when identified early and addressed effectively (NCLD, 2009).
Adolescent Developmental Stages and Reading
Adolescent years are fraught with hormonal changes that affect behaviors, attitudes, and academics. As outlined in the developmental exhibit below, high school students progress through three primary developmental stages between the ages of 12 and 19. These dynamic variables present even greater challenges when the adolescent has a learning disability in reading. Reading literacy is derived from successful language acquisition that occurs from birth, and this language acquisition process sets the stage for reading success. When a child's environment — whether internal or external — is not conducive to that process, a learning disability may result.
Adolescent Development: Exhibit A
(American School Counselor Association, 2012)
A teenager's development can be divided into three stages: early, middle, and late adolescence. The normal feelings and behaviors of adolescents at each stage are described below.
Early Adolescence (Ages 12–14)
Movement Toward Independence: Struggle with sense of identity; moodiness; improved ability to use speech to express oneself; more likely to express feelings through action than words; close friendships gain importance; less attention shown to parents, with occasional rudeness; realization that parents are not perfect; search for new people to love in addition to parents; tendency to return to childish behavior; peer group influences interests and clothing styles; increasing career interests; mostly interested in the present and near future; greater ability to work.
Sexuality: Girls ahead of boys; shyness, blushing, and modesty; more showing off; greater interest in privacy; worries about being normal.
Ethics and Self-Direction: Rule and limit testing; occasional experimentation with cigarettes, marijuana, and alcohol; capacity for abstract thought.
Middle Adolescence (Ages 15–16)
Movement Toward Independence: Self-involvement, alternating between unrealistically high expectations and poor self-concept; complaints that parents interfere with independence; extreme concern with appearance and one's own body; feelings of strangeness about oneself and one's body; lowered opinion of parents and withdrawal from them; effort to make new friends; strong emphasis on the peer group; periods of sadness as the psychological separation from parents takes place; examination of inner experiences, which may include writing a diary.
Career Interests: Intellectual interests gain importance; some sexual and aggressive energies directed into creative and career interests.
Sexuality: Concerns about sexual attractiveness; frequently changing relationships; tenderness and fears shown toward the opposite sex; feelings of love and passion.
Ethics and Self-Direction: Development of ideals and selection of role models; more consistent evidence of conscience; greater capacity for setting goals; interest in moral reasoning.
Late Adolescence (Ages 17–19)
Movement Toward Independence: Firmer identity; ability to delay gratification; ability to think ideas through; ability to express ideas in words; more developed sense of humor; stable interests; greater emotional stability; ability to make independent decisions; ability to compromise; pride in one's work; self-reliance; greater concern for others.
Career Interests: More defined work habits; higher level of concern for the future; thoughts about one's role in life.
Sexuality: Concerned with serious relationships; clear sexual identity; capacity for love.
Ethics and Self-Direction: Capable of useful insight; stress on personal dignity and self-esteem; ability to set goals and follow through; acceptance of social institutions and cultural traditions; self-regulation of self-esteem.
References
American School Counselor Association. (2012). Adolescent development. Retrieved from http://www.teachervision.fen.com/growth-and-development/child-development/2874.html?detoured=1
Bowman, M., & Treiman, R. (2004). Stepping stones to reading. Theory Into Practice, 43(4), 295–303.
Catone, W. V., & Brady, S. A. (2005). The inadequacy of individual educational program (IEP) goals for high school students with word-level reading difficulties. Annals of Dyslexia, 55(1), 53–78.
Hock, M. D. (2003). "No Child" leaves behind teen reading proficiency. Education Digest, 69(4), 27.
Horowitz, S. H. (2006). You want me to what? Read? Children's Voice, 15(6), 17.
National Center for Learning Disabilities (NCLD). (2009, March 9). Learning disability fast facts. Retrieved from
Savage, J. F. (2007). Sound it out: Phonics in a comprehensive reading program (3rd ed.). Boston: McGraw-Hill.
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