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

Abstract

Dyslexia  has  been  a  concept  for  about  200  years,  yet  researchers,  educators,  and psychologists disagree over whether it actually exists. Word blindness was only one 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 boysand  217  girlsfrom  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.