The Phonological deficit:
Currently, the phonological deficit theory is the most accepted by scholars of the condition. This theory defends the existence of a phonological disorder as the leading cause of Dyslexia. It consists of the inability or difficulty to adequately represent phonemes, automate grapheme-phoneme conversion rules, and maintain phonological information in working memory. The person with Dyslexia is characterized by reading difficulty and full of inaccuracies, especially with long and infrequent words. On the contrary, you can read short and familiar terms faster.
The phonological deficit also explains that dyslexic students often have difficulties in phonological knowledge tasks. Dyslexic students cannot manipulate the simplest elements of oral languages, such as syllables and phonemes.
In this way, people with Dyslexia have more problems performing tasks or games with word rhymes, spelling words, identifying phonemes in terms, omitting phonemes tasks, etc. For example, one task that is more difficult for a dyslexic child than a non-dyslexic child is to say orally what new word has been formed if / table / has the / m / sound removed.
Continue to the Next page to read the rest:
