Specific Learning Disabilities Research Articles

Assessment of the level of health literacy in students with specific learning disorders

Abstract Background Specific Learning Disorders (SLDs) include dyslexia, dysorthography, dysgraphia, and dyscalculia and are referred to as specific educational learning disabilities. For students with SLDs, the issue of health literacy (HL) arises because understanding, evaluating and utilising health information are critical to making informed decisions about one’s health. This study aims to determine the level of HL in students with a certified SLD. Methods From November 2023 to April 2024, students with an SLD studying at the University of Udine (Italy) who agreed to participate, were surveyed using an online questionnaire on the EUSurvey platform. This consisted of the HLS-EU-Q47 to measure HL, followed by a socio-demographic section. The HLS-EU-Q47 classified HL into 4 levels: inadequate, problematic, sufficient and excellent; descriptive analysis was performed and the correlation with the sociodemographic data was examined using χ² test. Results 38 students participated (mean age 24 years, 60.5% female), 60% of whom are in an undergraduate degree program. 42% of the sample had a single SLD (26% dyslexia, 13% dysgraphia), while 58% of them have multiple SLDs. Overall, 42% of students were found to have a problematic HL level, 24% inadequate, only 24% sufficient and 11% excellent. No statistically significant association was found between) HL level and gender, number of SLDs, school attended at the time of SLD certification, and use of supports (all p-values>0.05). Conclusions The level of HL in students with SLDs appears to be consistent with data from the Italian population (58% inadequate or problematic) from the 2019-HLS19 Health Literacy Survey. This suggests that the presence of an SLD does not affect the level of HL and that it is likely that the university degree is able compensate for HL difficulties that could be related to the presence of an SLD. A larger sample is needed to see if it is confirmed that there is no association between the investigated variables. Key messages • Despite the presence of SLDs, the HL of academic students follows the same trend compared to the general Italian population. • The structural use of supportive measures by these students probably bridges the gap in access to and correct use of health information.

Social Cognitive Processes in Children With Specific Learning Disorder: The Importance of Language

Children with specific learning disorder (SLD) have poor academic skills, but they also experience difficulties with their peers, including an inability to recognize interpersonal conflict, infer emotion, and resolve social conflict. In addition, children with SLD are known to have problems with language. The importance of language to social cognition is well-established in research with children with typical and atypical development. Thus, we review literature that investigates language and social cognition in children with SLD compared with their peers. We also explore the link between language and social cognition in children with typical and atypical language development. Review of this literature suggests that the language deficits associated with SLD put children with SLD at a risk for deficits in social cognitive skill. The literature also points toward a critical need for early identification of SLD and research investigating social perspective taking in individuals with SLD across the lifespan. Last, we propose that clinicians should assess language before diagnosing and implementing intervention for the academic and social difficulties that children and adolescents with SLD experience.

Discrepancy model to RtI: Gauging teacher preparedness for this shift in specific learning disability classification

AbstractThe Individuals with Disabilities Education Improvement Act (2004) allows alternate pathways for school districts to identify and classify students with a specific learning disability (SLD). Response to Intervention (RtI) is one of the frameworks schools can use when eliminating the use of the discrepancy model. The premise of RtI posits that tiered instruction can assist all students who are struggling through utilizing research‐based interventions. When these tiers of intervention services are exhausted with limited to no response to the intervention, a child can be classified under the SLD category. There are documented concerns with effective implementation of RtI frameworks. This qualitative exploratory study examined the perceptions of teachers in a graduate education program regarding the knowledge, usage and implementation of RtI to classify students with a SLD. Through thematic analysis, findings indicate a need for more training in districts, better preparation at the university level and more support in applying RtI in the classroom. Implications for practice and future research are discussed.

Do the Special Education Regulations in States Requiring RtI for SLD Identification Include or Omit Intervention Fidelity?

This study examined intervention fidelity (IF) and the extent to which this essential feature of response to intervention (RtI) was included within artifacts (laws and guidance documents) for states requiring RtI for specific learning disability (SLD) identification. Intervention fidelity is defined as the degree to which an intervention is implemented as planned. Artifacts from all U.S. states were reviewed. Twelve states were identified as requiring RtI for SLD identification, and they comprised the sample for the study. Using state department of education websites, artifacts for the 12 states were found and reviewed for any information on preferred terms (fidelity or integrity), definition, IF dimensions (adherence, exposure, interventionist quality, and participant response), and methods for assessing, reporting, and evaluating IF. We found nine states used the term fidelity, four states provided explicit guidance on assessing IF, and two states provided explicit information on how often to collect IF data and what level (percent) of IF was required for intervention decision-making. Implications for state policies and practices, future directions for improving IF knowledge, application, and evaluation, and study limitations are discussed.

What’s Hot in Literacy: Misguided Trends in a Divided Field

ABSTRACT The annual What’s Hot in Literacy survey identifies current priorities in literacy education, highlighting the evolving landscape of the field. A panel of twenty-five literacy leaders participate in interviews to identify the most emphasized, least emphasized, and most deserving topics of increased attention. The 2024 findings highlight three topics as “extremely hot:” banned books, phonics/phonemic awareness, and the science of reading and structured literacy. There are also six topics found to be “very hot,” including artificial intelligence in literacy, cultural and linguistic diversity and literacy for multilingual learners, dyslexia and other specific learning disabilities, early literacy, high-quality instructional materials, and social justice/equity/anti-racism in literacy. Overall, the literacy field has received unprecedented focus this year, driven by legislative mandates in 38 states, policies on the science of reading, book banning, and discussions on essential early literacy skills for long-term academic and career success. This article examines the highlighted topics and the possibility that some of these are misguided trends. Additionally, it addresses the ongoing division within the literacy field, between advocates of content-focused and child-focused approaches to teaching and learning.

Applying CO-OP Approach in Children With Specific Learning Disorder: Single-Subject Outcome Study.

This study aimed to evaluate the impact of the Cognitive Orientation to daily Occupational Performance (CO-OP) in enhancing motor-based occupational performance challenges in five children with specific learning disorders (SLDs). Five children with SLD aged 9 to 12 years, participated in a multiple-baseline single-subject experimental design. Outcome measures included the Canadian Occupational Performance Measure (COPM) and the Bruininks-Oseretsky Test of Motor Proficiency-Edition 2 (BOT-2). The CO-OP Approach comprised 12 sessions, conducted twice weekly. Based on the BOT-2 results, the intervention resulted in better motor performance scores in all five participants. Clinically significant improvement was found in both performance and satisfaction rating using the COPM after intervention as assessed by both parents and children. This study demonstrates the potential of the CO-OP Approach to enhance motor skills and achieve selected goals in five children with SLD.

Executive function in children with neurodevelopmental conditions: a systematic review and meta-analysis.

Executive function (EF) delays are well documented in paediatric neurodevelopmental conditions (NDCs). There is no consensus about whether EF delay represents a transdiagnostic feature of NDCs. This systematic review and meta-analysis synthesized 180 studies reporting two or more NDC comparisons on EF, examined differences between NDCs, and the moderating effects of gender, age, publication year, DSM editions and assessment types. Studies using established EF measures across seven domains (attention, fluency, set-shifting, set-switching, response inhibition, planning and working memory) in participants under 18 were included. Summary effects were compared: (1) for all reported NDCs relative to control, (2) for each individual NDC relative to control and (3) between NDC groups. Results confirmed that EF delay was a transdiagnostic feature of neurodevelopmental delay, with a moderate effect size of delay across all NDCs (g = 0.56, 95% confidence interval (CI) 0.49-0.63) compared with control. This effect increased with comorbidities (g = 0.72, 95% CI 0.59-0.86), DSM-5 criteria and informant measures. Comparisons between NDCs revealed few differences: children with tic disorders (TD) showed smaller EF delays, children with attention-deficit/hyperactivity disorder (ADHD) showed larger delays in attention, response inhibition, planning and working memory compared with TD and specific learning disorders, while children with autism spectrum disorders showed greater delays on set-switching compared with ADHD. Findings support transdiagnostic models of neurodevelopment to further a developmentally sensitive science that can reveal how EF delays contribute to brain circuitry, symptom profiles and functioning, and ultimately support early interventions and outcomes for all children with NDCs.

Evaluation of primary markers of inflammation and the systemic inflammation index in specific learning disabilities.

Aim: Specific learning disorder (SLD) is a term that refers to reading, writing and arithmetic difficulties. The neutrophil/lymphocyte ratio (NLR), platelet/lymphocyte ratio (PLR) and systemic inflammation index (SII) are affordable and accessible inflammatory biomarkers. This research aims to evaluate the relationship between NLR, PLR, SII and SLD to determine whether inflammation contributes to pathogenesis.Methods: This study included 90 SLD-diagnosed patients and 90 age-, sex- and ethnicity-matched healthy controls. Blood cell counts and NLR, PLR and SII values were obtained from medical records and compared between the two groups.Results: The NLR, PLR and SII were significantly higher (p=0.029, p=0.033 and p=0.018 respectively) and lymphocyte counts were significantly lower (p=0.041) in the SLD group. WISC-R total scores decreased with age in the SLD group (-1.988 coefficient, Beta=-0.247ß, p=0.041). Multivariate logistic regression analysis revealed that the SII was the only parameter independently associated with the diagnosis of SLD (Beta=0.003, p=0.023).Conclusion: Inflammation might play a role in SLD etiopathogenesis. NLR, PLR and SII may be potential biomarkers for SLD in children. Further research may lead to early diagnosis and additional anti-inflammatory pharmacological therapies for SLDs.

Refining criteria for a neurodevelopmental sub-phenotype of bipolar disorders: a FondaMental Advanced Centers of Expertise for Bipolar Disorders study

Bipolar disorder (BD) is a complex and heterogeneous psychiatric disorder. Neurodevelopmental factors were suggested to contribute to the etiology of BD, yet a specific neurodevelopmental phenotype of the disorder remains unidentified. Our objective was to define and characterize a neurodevelopmental phenotype (NDP) in BD and validate its associations with clinical outcomes, polygenic risk scores (PGS), and treatment responses. We analyzed the FACE-BD cohort of 4,468 BD patients, a validation cohort of 101 BD patients, and two independent replication datasets of 274 and 89 BD patients. Using factor analyses, we identified a set of criteria for defining NDP. We next developed a scoring system for NDP-load and assessed its association with prognosis, neurological soft signs, polygenic risk scores for neurodevelopmental disorders, and responses to treatment using multiple regressions, adjusted for age and sex with bootstrap replications. Our study established a NDP in BD consisting of nine clinical features: advanced paternal age, advanced maternal age, childhood maltreatment, attention deficit hyperactivity disorder (ADHD), early onset of BD, early onset of substance use disorders, early onset of anxiety disorders, early onset of eating disorders, specific learning disorders. Patients with higher NDP-load showed a worse prognosis and increased neurological soft signs. Notably, these individuals exhibited a poorer response to lithium treatment. Furthermore, a significant positive correlation was observed between the NDP-load and PGS for ADHD suggesting potential overlapping genetic factors or pathophysiological mechanisms between BD and ADHD. The proposed NDP constitutes a promising clinical tool for patient stratification in BD.

Teaching first-degree equations to students with dyslexia

The teaching of first-degree equations is a key point in secondary school curricula and requires the careful planning and selection of appropriate teaching materials. On the other hand, dyslexia, a specific learning disability, is increasingly common in the classroom. Thus, in the context of inclusion, the teaching methodology used by the mathematics teacher to present the concept of equation is a crucial factor for ensuring the equal and active participation of all students in the educational process. In this article, we present a two-month teaching intervention on first-degree equations that we carried out with forty students with dyslexia randomly divided into two classes, who were attending a special vocational high school in Greece. In one group, we used manipulative materials, while in the other group, we used traditional teaching methods. The results, which are derived from a combination of quantitative and qualitative methods, showed that the students in the first group achieved better results in the final test than did the students in the second group, while at the same time, they showed increased engagement in the learning process and, to some extent, improved their social skills and gained confidence.

A Document Analysis on the Use of Assistive Technology in School-Based Instruction for Children with Specific Learning Disorders in Cameroon and Canada

This study explored the use of assistive technology (AT) in the school-based instruction of children with specific learning disorders (SLDs) in Cameroon and Canada using a content-analysis, qualitative research design. Eight documents met inclusion criteria and were analyzed, leading to a comparison of both countries. Three themes are reported on: availability of AT, policies and legislation, and financial assistance. The results of the study show that AT is available for use in both countries and that there are policies and legislation in both countries to control access to and provision of AT. Also, there is financial assistance provided to help fund AT needs for children with SLD. Implications and a number of recommendations are offered, including providing AT to children with SLD; increasing funding and financial support for the provision of AT; training children with SLD, teachers, and family members in the use of AT; and enacting national AT legislation.

Changes in Child Psychiatry Presentations in the Second Wave of Coronavirus Disease 2019 Pandemic Compared to the Pre-pandemic Period and the First Wave: A Follow-up Study.

It is to examine how child psychiatry admissions, diagnosis and treatment trends in the second wave (September-December 2020/SD20) of the coronavirus disease 2019 (COVID-19) pandemic change compared to the pre-pandemic (SD19) and the first wave (March-June 2020/MJ20). Our study was planned as a multicenter, retrospective cross-sectional. Data were obtained from hospital computer systems databases. All patients admitted to the child psychiatry clinic on SD19 and SD20 constituted the study sample. In total, 5244 admissions were assessed. Of the admissions, 1459 were repeat exams, and 3785 were cases. 50.9% (n = 1927) of the cases came in SD19 and 49.1% (n = 1858) in SD20. In 2019, 37% (n = 825) of cases were girls, compared to 41.6% (n = 646) in 2020 (P = .004). The mean age of those who came in 2019 was 9.61 ± 4.08; The mean age of those who came in 2020 was 10.15 ± 5.38 (P = .002). In 2020, oppositional defiant conduct disorder, major depressive disorder, social anxiety disorder, obsessive-compulsive disorder, sleep-wake disorder, and dysthymia were significantly higher, while specific learning disorders, separation anxiety disorder, and intellectual disability were found to be lower. The decrease in second-wave admissions is less than in the first wave. In the second wave, externalizing and internalizing problems have increased. Drug therapy was prioritized. Postponing admissions was less in the second wave.

Predicting Children’s Sadness Management Based on Paternal Involvement in Parenting and Maternal Emotion Regulation in Students with Specific Learning Disabilities

Background: Current strategies used to control and manage children's emotions often overlook the crucial role of sadness management in their overall well-being. Objectives: This study investigated the relationships between paternal involvement in parenting and maternal emotion regulation with sadness management in students with specific learning disabilities (SpLDs). Methods: This cross-sectional study was conducted among fourth- and fifth-grade boys and girls with SpLDs and their mothers in Karaj, Alborz Province, Iran, during the 2021–22 academic year. A multistage cluster sampling method was employed to select 252 participants. Data were collected using the Children's Sadness Management Scale (CSMS), the Alabama Parenting Questionnaire (APQ), and the Cognitive Emotion Regulation Questionnaire (CERQ). Data analysis was performed using Pearson correlation and simultaneous regression in SPSS-27 software. Results:: Paternal involvement was positively correlated with children's sadness management (r = 0.47). Conversely, maternal maladaptive cognitive emotion regulation was negatively correlated with children's sadness management (r = -0.35). Additionally, a positive correlation was found between maternal adaptive cognitive emotion regulation and children's sadness management (r = 0.40). Paternal involvement and maternal cognitive emotion regulation together explained 52% of the variance in children's sadness management. Conclusions: Paternal involvement in parenting and maternal cognitive emotion regulation play a key role in improving sadness management in children with SpLDs. These findings underscore the importance of promoting healthy parenting practices that involve both paternal participation and effective maternal emotion regulation strategies to support children's ability to manage sadness.

Influence of Educational Measures on Emotional Adjustment in Students with and without Specific Learning Difficulties according to Gender

The prevalence of mental health problems in adolescence is high, and it would appear that certain conditioning factors such as having a Specific Learning Disability (SpLD), the application of educational measures (repeating a school year), or gender can have an impact on the socioemotional development of adolescents. However, we do not yet have a clear picture of the role played by each variable or whether there are interactions between them. Therefore, the objective of this study is to analyse the effect of these independent variables on internalising problems (anxiety and depression) and on personal resources (self-esteem, social competence, and awareness of the problem). The sample is composed of 80 students, 40 with SpLD and 40 control, aged between 12 and 17 years old, matched in terms of age and gender. The results indicate that the variables Specific Learning Disabilities and educational measures have a negative impact on internalising problems and personal resources of adolescents, while there is no significant effect with respect to gender. In addition, we identified interactions between having SpLD and being held back a year. We therefore call into question the negative impact of repeating a school year according to the condition.

PPP2R5E: New gene potentially involved in specific learning disorders and myopathy

Protein phosphatase 2A (PP2A) is a family of multifunctional enzymatic complexes crucial for cellular signalling, playing a pivotal role in brain function and development. Mutations in specific genes encoding PP2A complexes have been associated with neurodevelopmental disorders with hypotonia and high risk of seizures. In the current work, we present an individual with specific learning problems, motor coordination disorders, hypotonia and behavioural issues. Although whole exome sequencing (WES) did not unveil pathogenic variants in known genes related to these symptoms, a de novo heterozygous variant Glu191Lys was identified within PPP2R5E, encoding the PP2A regulatory subunit B56ε. The novel variant was not observed in the four healthy brothers and was not detected as parental somatic mosaicism. The mutation predicted a change of charge of the mutated amino acid within a conserved LFDSEDPRER motif common to all PPP2R5 B-subunits. Biochemical assays demonstrated a decreased interaction with the PP2A A and C subunits, leading to disturbances in holoenzyme formation, and thus likely, function. For the first time, we report a potential causal link between the observed variant within the PPP2R5E gene and the symptoms manifested in the subject, spanning specific learning problems and motor coordination disorders potentially associated with myopathy.

A Study to assess the Effectiveness of planned Teaching Programme on knowledge regarding specific Learning Disabilities in children among Primary School Teachers at selected Schools, Dharwad District Karnataka, India

Nowadays children are day after today’s citizens. they're in a non-stop system of growth and improvement. Any alteration in its direction leads to developmental problems. specific studying incapacity plays a considerable position as silent handicap amongst children. it is expected that four-5% of college students in primary faculty have unique mastering disability. unique studying disability is “A disorder that affect people’s potential to either interpret what they see and listen or to link records from exceptional components of the brain. Such problems volume to high school work and may impend learning to study, write or mathematic’’. As there aren't any precise test to discover kids with precise studying incapacity, fitness specialists must rely mainly on number one faculty teachers report for its prognosis. preceding research have proved that trainer’s understanding towards such youngsters have exquisite influence closer to their restoration. An evaluative study turned into carried out 60 primary faculty teachers at decided on schools, Dharwad district. opportunity; simple random sampling method become used to choose the pattern and become collected through based know-how questionnaire. The studies design used for the look at quasi-experimental: unmarried organization pre-check put up-test design. records evaluation changed into achieved by means of using descriptive and inferential information. universal result of the observe revealed that the extent of knowledge on unique mastering disabilities in youngsters in pre-test revealed that the pre-take a look at suggests that Majority 30(50%) of the respondents had insufficient level of expertise and followed by 18(30%) of the respondents had moderate level of information and Minority 12(20%) had adequate expertise. all through the publish-take a look at indicates that Majority 36 (60%) of the respondents had good enough degree of knowledge and accompanied through 14(23.33%) of the respondents had mild degree of know-how and Minority 10(16.66%) had insufficient knowledge. calculated paired ‘t’ fee (t cal = 20.91) is more than tabulated price (t tab= 2.0096). there may be no considerable affiliation between selected socio-demographic variables. The look at concluded that the deliberate coaching programme was powerful in enhancing know-how concerning specific studying disabilities.

The Role of Outdoor Mindfulness Intervention in Optimizing Mental Well-Being in Adolescents with Specific Learning Disabilities

Adolescents with specific learning disabilities may experience mental well-being challenges as a result of struggling academically, facing social stigma, being subjected to negative stereotypes, and experiencing heightened levels of anxiety, poor mental health, lower self-esteem, and increased stress. This study explores the potential benefits of outdoor-based mindfulness interventions as a complementary approach to remedial education, in improving mental well-being in adolescents with specific learning disabilities. This study was conducted at an institution that gives remedial education for children with specific learning disability in Thrissur, Kerala. Convenient sampling was used to select 30 students aged 13-18 years. Later, participants were randomly divided into two groups the experimental group (n=15) received outdoor mindfulness training in addition to their regular remedial education program. In contrast, the control group (n=15) received only remedial training. The study duration spanned four weeks, during which the mindfulness group participated in weekly outdoor mindfulness sessions conducted individually. They were instructed to practice mindfulness exercises daily between sessions. Both groups were assessed using the Warwick-Edinburgh Mental Well-being Scale (WEMWBS) at the beginning (pre-intervention) and at the end (post-intervention) of the four weeks to measure changes in mental well-being. The outdoor mindfulness interventions included a range of activities, designed to optimize the level of well-being experienced by the participants in their day-to-day lives. These activities focused on enhancing the skills of mindfully listening, walking, breathing, and observing without any judgments of self and surroundings and being in the present at the moment. Results indicated significant improvements in mental well-being scores among participants in the mindfulness group compared to the control group. This underscores the potential of integrating mindfulness practices into educational settings to enhance emotional regulation and overall well-being in adolescents with specific learning disabilities, highlighting interdisciplinary opportunities across psychology, education, environmental psychology, public health, and social work to support comprehensive student development.

Transitive inference in a clinical childhood sample with a focus on autism spectrum disorder.

Transitive inference (TI) has a long history in the study of human development. There have, however, few pediatric studies that report clinical diagnoses have tested trial-and-error TI learning, in which participants infer item relations, rather than evaluate them explicitly from verbal descriptions. Children aged 8-10 underwent a battery of clinical assessments and received a range of diagnoses, potentially including autism spectrum disorder (ASD), attention-deficit hyperactive disorder (ADHD), anxiety disorders (AD), specific learning disorders (SLD), and/or communication disorders (CD). Participants also performed a trial-and-error learning task that tested for TI. Response accuracy and reaction time were assessed using a statistical model that controlled for diagnostic comorbidity at the group level. Participants in all diagnostic categories showed evidence of TI. However, a model comparison analysis suggested that those diagnosed with ASD succeeded in a qualitatively different way, responding more slowly to each choice and improving faster across trials than their non-ASD counterparts. Additionally, TI performance was not associated with IQ. Overall, our data suggest that superficially similar performance levels between ASD and non-ASD participants may have resulted from a difference in the speed-accuracy tradeoff made by each group. Our work provides a preliminary profile of the impact of various clinical diagnoses on TI performance in young children. Of these, an ASD diagnosis resulted in the largest difference in task strategy.

Cognitive enhancement through technology: A review of transcranial electrical stimulation (TES) interventions in children and adolescents with specific learning disabilities.

In recent years, the exploration of innovative interventions for addressing problems of children and adolescents with specific learning disabilities (SLD) has garnered significant attention within the realm of neurocognitive research. Transcranial electrical stimulation (TES) has emerged as a promising tool for enhancing cognitive skills in children, offering a non-invasive and safe method that may particularly benefit those with learning difficulties. We aimed to appraise the extent and the quality of studies about impact of TES on cognitive skills including academic skills in children and adolescents with SLD. A literature search was performed according to the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines. Articles published between January 2000 and January 2024 were searched in PubMed, Embase, Scopus, Web of Science and Google Scholar. The study eligibility criteria were previously established according to the PICO model. The Physiotherapy Evidence Database (PEDro) scale and Cochrane Collaboration tool (ROB2) were used to assess the methodological quality and the risk of bias of the included studies, respectively. The initial search yielded 1571 studies among which 30 studies were systematically reviewed. The total number of participants was 224 individuals (intervention: 114; control: 110). Findings showed significant improvements in reading skills such as text reading, high-frequency word reading speed and efficiency and mathematical skills. Conversely, other cognitive skills such as working memory were not improved in people with dyslexia and dyscalculia. TES interventions can positively affect cognitive skills in children and adolescents with SLD; However, due to the small number of studies, medium methodological quality and high risk of bias, caution should be taken when interpreting the results.

An ensemble features aware machine learning model for detection and staging of dyslexia

<p>Dyslexia is a specific learning disorder (SLD) which may affect young child's cognitive skills, text comprehension, reading-writing and also problemsolving abilities. To diagnose and identify dyslexia, the testing scale tool has been proposed using artificial intelligence technique. The proposed tool allows the student who is suspected to have dyslexia to take up quiz and perform certain task based on the type of learning impairments. After completion of the test, resultant data is provided as input to the proposed ensemble feature aware machine-learning (EFAM) XGBoost (XGB) model. Based on the student assessment score and time taken by children, the EFAMXGB algorithm predicts dyslexia. The proposed EFAM-XGB is used to develop an integrated and user-friendly tool that is highly accurate in identifying reading disorders even with presence of realistic imbalanced dataset and suggest the most appropriate instructional activities to parents and teachers. The EFAM-XGB-based dyslexia detection method achieves very good accuracy of 98.7% for dyslexia dataset; thus, attain better performance in comparison with existing machine learning (ML)-based methodologies.</p>