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Over the years, the term dyslexia has been given a variety of definitions, and for this reason, many teachers have resisted using the term at all. Instead, they have used such terms as “reading disability” or “learning disability” to describe conditions more correctly designated as dyslexia.

Although there is no universally recognised definition of dyslexia, the one presented by the World Federation of Neurology has won broad respect: “A disorder manifested by difficulty in learning to read despite conventional instruction, adequate intelligence and sociocultural opportunity.”

While a lot of uncertainty continues to surround dyslexia, here are some facts:

  • Dyslexia is a common problem. According to a Yale study 1 out of 5 people suffer from dyslexia.
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  • It is estimated that 70 to 85 percent of children with learning disabilities are dyslexic. Some experts are of the opinion that this percentage is even higher.
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  • Dyslexia, like hypertension, can vary in severity.
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  • The most common manifestation is difficulty recognising words. Poor oral reading characterised by substitutions, omissions, additions and reversal of sounds, letters, syllables or words is prevalent.
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  • While many dyslexics reverse letters like b and d, either when reading or writing, this is not the only symptom of dyslexia. There are many other symptoms. Learn more…
  • Dyslexics do not “see” words backwards. A difficulty with reversals is mainly caused by deficits in interpreting left and right. Learn more…
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  • Dyslexics oftentimes have more severe deficits in spelling than in reading.
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  • Dyslexics often have deficits in short-term auditory memory and short-term visual memory.
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  • Many dyslexics have trouble with sequencing, i.e. perceiving something in sequence and also remembering the sequence.
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  • Dyslexics often have poor coordination, poor fine-motor control and poor hand-eye coordination.
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  • Reading difficulties related to visual-processing weaknesses have been called visual dyslexia and dyseidetic dyslexia, while reading delays associated with auditory-processing difficulties have been referred to as auditory dyslexia and dysphonetic dyslexiaLearn more…
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  • Albert Einstein, Leonardo Da Vinci, Thomas Edison, Walt Disney, Winston Churchill, and Hans Christian Andersen were probably not dyslexic. Learn more…
     
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  • Latest research shows that dyslexia is not tied to IQ. Learn more….
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  • Dyslexia can’t be effectively treated using traditional reading or tutoring programs.
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  • Cognitive training is the most — if not only — effective treatment for dyslexia. Learn more…

Edublox programs are effective in overcoming dyslexia and other learning difficulties by addressing the underlying shortcomings that interfere with academic performance.


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