Specific Reading Comprehension Deficit Disorder (S-RCD) presents a reader profile different from reading delays often characterized by word-level disabilities. Students often complain about their challenges in reading content-area texts and recalling that information for use in writing, discussion, and testing situations. It is commonly diagnosed at the secondary and college levels although it can be seen earlier. Estimates suggest that about 8 to 15% of school-age children through middle school struggle with this issue.
The S-RCD is increasingly being studied to explore its defining characteristics and how it affects the reader. Specific characteristics of the disorder may vary among readers, but most center on language comprehension, and students’ challenges with textbooks rather than narrative texts. This disorder varies from the commonly seen dyslexic readers who struggle with word-level performance, specifically with decoding, recognition, and retrieval. Executive functioning, specifically working memory and cognitive flexibility, are also suggested as contributing to the disorder. Word reading skills of a student diagnosed with S-RCD would generally fall within the average range. The strong word-level abilities often mask comprehension challenges. At earlier levels, knowledge of familiar information boosts their abilities to predict unknown concepts. S-RCD-diagnosed students are challenged with the amount of new text information. Problems arise in understanding and integrating new concepts for academic uses.
What does this mean for the learner who is challenged with S-RCD? Students will benefit from strengthening their vocabulary levels and understanding, recognition of sentence structure, paragraph structure patterns used in expository texts, and overall strengthening of comprehension skills to the levels needed for academic performance. A reading disorder documented through a thorough assessment may be supported with the formulation of a 504 Plan within the school setting.
