All bodies at the global, national, and local levels are paying increasing attention to childhood on the basis that it is the maker of the future. This trend has been accompanied by conferences and research from all entities addressing various topics related to children's lives, including the reading difficulty known as "dyslexia," which affects a large number of school students and becomes particularly evident in the last three years of primary school. The prevalence of these children varies from one country to another, and they require significant efforts for identification, assessment, and the development of necessary programs, which can include remedial teaching, behavioral therapy, or both.

The field of learning disabilities holds a significant position today in psychological studies and their educational applications. Numerous studies have been conducted in this area focusing on the problems of diagnosis and treatment, among them the challenges of dyslexia. (Abdel Wahab Kamel 1991: 188)

Within the field of learning disabilities, language and its multiple problems—including dyslexia—are important areas worthy of study. A large number of researchers have pointed out the importance of language. Guiora et al. affirmed this by stating: "No one can deny the importance of learning languages, whether it is the mother tongue or foreign languages, as language, a human contribution, is at the core of human existence; it connects us to the past and the future." (Guiora et al., 1975: 4)

In the field of formal education that takes place specifically within schools, reading takes on various forms. Hughes points to the importance of reading in school, saying: "Reading can be viewed as a skill taught in school as a tool skill, meaning that a child's progress in other subjects depends largely on reading. Therefore, it can be said that reading failure is a primary factor in causing educational failure." (Hughes, 1976: 7)

Dyslexia is not an addiction, but a condition in which an individual differs from others in the processes of thinking and learning and the required skills of visual and auditory perception, storing, understanding, and dealing with information and symbols, and retrieving them in linguistic and non-linguistic communication and learning. (John Wiley & Sons, 1990)

Any deficiency in one or more skills leads to one or more learning disabilities. The affected person finds difficulties in translating language into thought, expressing ideas in writing or speech, or understanding the meaning of written words. This definition of dyslexia stipulates that there should be no visual or hearing impairment, intellectual disability, or psychological, emotional, social, or behavioral disorder, or lack of motivation. (Pavildis George, The Perspectives on Dyslexia New York, John Wiley & Sons, 1990)

Hence, the researcher's interest in studying the phenomenon of dyslexia arose from the repeated observations of complaints from many parents regarding their children's ability to read correctly.

• ISBN: 9789957162955
• Weight: 0.400 kg
• Dimensions: 17×24 cm
• Paper: White
• Pages: 128
• Year of Publication: 2011
• Binding: Hardcover