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A study of the retelling and comprehension difficulties in school students with Specific learning disorders (SLD) was conducted. The slow transition from letter-by-letter decoding to identification of a group of letters difficult the students from grade (AE) 2 with SLD in some cases they would not understand the text they had read. When reading a non-studied text most of grade (AE) 3 and 4 students with SLD experienced difficulties in finding the logical links, and they reproduced the text by changing its chronological sequence, and therefore they understood superficially (partially) what they had read. Difficulties in reading did not always allow these students independently to differentiate and acquire the information about the meaning of unfamiliar words contained in the context, and therefore they were not able reliably to reproduce the text they had read.

Research on the retelling and reading comprehension of children with specific learning disorders (Grade(AE)2 - 4)