Studying Dyslexia and Cognitive Deficits in a Global Context to Investigate Learning Difficulties in Primary School Students

Abstract

 Dyslexia psychologists disagree over whether it actually exists. Word blindness was only one  has been a concept for about 200 years, yet researchers, educators, and 
aspect of dyslexia; other specific learning difficulties that schoolchildren face now 
fall under this umbrella. Dyslexia primarily shows up as reading issues, but in certain kids, it also causes problems with writing and math, which causes a gap between aptitude and performance. The diagnosis of dyslexia has been a topic of discussion recently, especially in relation to third world countries. The purpose of the current study was to examine the range of specific learning obstacles among young primary school students. For the assessment, both group and individual settings were used. A total of 513 nine to eleven-year-old students, 296 boys and 217 girls from ten different primary schools were assessed. an examination series designed specifically to assess the indicators of certain learning difficulties. Although a significantly larger range of cognitive deficits across three achievement levels was demonstrated by the data, they are inconsistent with a dyslexia diagnosis. The results were examined in the context of observations made in third-world nations, where dyslexia is similar to academic challenges.