Abstract
Dyslexia is a specific learning disability can be explained with number of biological and neuropsychological theories. It is characterized by difficulties with accurate and/or fluent word recognition and by poor spelling and decoding abilities. The available research in this field show that there is impairment in processing the sensory input that enters the nervous system. It also indicate that there are problem in phonological decoding. There are various educational interventions and programs to address dyslexia which includes regular teaching in small group, a learning support assistant like a specialist teacher, policy interventions etc. The basic strategies of intervention focus on phonemic skill such as the ability to identify and process word sounds.
Highlights
Specific learning disorder (SLD) is manifested by specific and significant impairments in learning of scholastic skills in children and adolescent
In another study conducted by Sadhu et al, (2003) reported presence of neurological soft signs in SLD children from Indian context [11]
Functional MRI detects the hemodynamic response related to neural activity in the brain, based on the principal of BOLD
Summary
Specific learning disorder (SLD) is manifested by specific and significant impairments in learning of scholastic skills in children and adolescent Over the years they have been given different labels like dyslexia, perceptual handicap, neurological impairment, minimal brain dysfunction, congenital word blindness, development aphasia, congenital aphasia, educational handicap. The term SLD does not include who have learning disability primary the result of any organic lesion in brain, subnormal intelligence, any psychiatric disorders or socio-cultural disadvantages [3]. This disorder is seen worldwide and occurs in students irrespective of their mother tongue and medium of instruction in the school which may be English or any other vernacular language. The neurobiological aspect of dyslexia has been described as earlier as in 1891 by Dejerine suggesting angular gyrus, supramarginal gyrus in inferior parietal lobe, poster5ior aspect of supra temporal gyrus and ventral aspect of occipito-temporal were critical for reading [6, 7]
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