They may get the first part of a word correctly , then guess wildly (e.g., read “clover” as
“clock”), and may express fear of read ing aloud or refuse to read aloud.
By contrast, adolescents may have mastered  word decoding, but reading remains slow
and effortful, and they are likely to show ma rked problems in reading comprehension and
written expression (including poor spelling) and poor master y of math facts or mathemat-
ical problem solving. During adolescence an d into adulthood, indi viduals with specific
learning disorder may continue to make nu merous  spelling mistakes and read single
words and connected text slowly and with mu ch effort, with trou ble pronouncing multi-
syllable words. They may frequently need to reread material to understand or get the main
point and have trouble making inferences fr om written text. Adolescents and adults may