Inability to read or difficulty in reading, including word blindness and a tendency to reverse letters and words in reading and writing.
A perceptual dysfunction characterized by the inability to clearly distinguish words and letters in the way and order presented.
A disorder of development, where a person is unable to read or write properly and confuses letters.
Difficulty in reading or partial word blindness, despite unimpaired vision and intelligence; a type of learning disability relating to specific reading problems. A dyslexic child may see printed words upside down, backward, or otherwise distorted. Total inability to read that is, to interpret written symbols is called alexia or word blindness.
Impairment of ability to read in which letters and words are reversed. Dyslexia, which affects more boys than girls, is usually linked to a central nervous system disorder, although some experts believe that it represents a complex of problems, possibly including visual defects, impaired hearing, stress, and inadequate instruction.
Impairment of the power to think logically and rationally.
One of the learning disabilities characterized by difficulty with written symbols. Dyslexia is not necessarily linked with low intelligence.
A developmental disorder selectively affecting a child’s ability to learn to read and write. It is an uncommon condition, affecting boys more often than girls, and creates serious educational problems. It is sometimes called specific dyslexia or developmental dyslexia to distinguish it from acquired difficulties with reading and writing.
Dyslexia is difficulty in reading or learning to read. It is always accompanied by difficulty in writing, and particularly in spelling. Reading difficulties might be due to various factors — for example, a general learning problem, bad teaching or under stimulation, or a perceptive problem such as poor eyesight. Specific dyslexia (‘word blindness’), however, affects to some extent 4—8 per cent of otherwise normal children. It is three times more common in boys than in girls, and there is often a family history. The condition is sometimes missed and, when a child has difficulty with reading, dyslexia should be considered as a possible cause.
Difficulty using and interpreting written forms of communication by an individual whose vision and general intelligence are otherwise unimpaired. The condition is usually noticed in schoolchildren by the third grade. They can see and recognize letters but have difficulty spelling and writing words. They have no difficulty recognizing the meaning of objects and pictures and typically have no other learning disorders.
Dyslexia, an ailment characterized by the incapacity to comprehend, transcribe, or articulate words, persists despite possessing the faculty to perceive and acknowledge individual letters. This cognitive condition, known as dyslexia, is inherited in an autosomal dominant manner and exhibits a higher incidence rate among the male population.
A reading disability manifested as challenges in deciphering written symbols.
Dyslexia shows a higher prevalence among males, and research indicates that a distinct, occasionally hereditary, neurological condition forms the basis of authentic dyslexia.
A child with dyslexia exhibits normal intelligence, but their development of reading skills significantly lags behind their other academic abilities.
Although most young children initially exhibit letter and word reversals, such as writing “p” instead of “q” or reading “was” as “saw,” they typically overcome these errors with time. However, dyslexic children persist in confusing these symbols. They frequently transpose letters, leading to spelling mistakes like “pest” instead of “step,” and often face challenges in reading words they can otherwise spell correctly.
Recognizing the problem early is of utmost significance to proactively prevent additional frustrations. Providing targeted instruction can assist a child facing challenges in developing useful strategies to overcome their difficulties. Equally crucial is shielding the child from parental pressure and instead offering praise for their accomplishments, as this nurturing environment fosters steady progress.