Background: The most common and significant learning disabilities include reading disorders. Reading is the foundation
for all other learning, and children with weak reading skills are more vulnerable learners through their education and future, thereby failed to show significant progress in academic learning outcomes.
Conclusion: Reading covers a language learning system and it is a subset of lingual skills. Linguistic difficulties constitute the main core of reading disorders; hence, practitioners in this discipline are required to take the initiative in effective interventional programs, not only as to provide opportunities to practice and develop active learning, but also as to stimulate and strengthen linguistic components of reading.
