ABSTRACT
Dyslexia affects word recognition, decoding skills, reading rate, fluency, and comprehension. There have been many attempts over the years to define a specific reading disorder, beginning in the late nineteenth century with the notion of word blindness. Most recently, interest has returned to neurological causes of dyslexia with the advent of brain-imaging technology using positron emission tomography and functional magnetic resonance imaging. Later, attention shifted away from visual perception for a while to investigate whether aspects of body image and directional sense were the cause of difficulties in processing print from left to right and a tendency to reverse words and letters when reading and writing. The British Dyslexia Association has promoted the concept that all schools should become fully aware of the difficulties that students with dyslexia experience in their studies, and should make accommodations and provisions across the curriculum to help reduce their stresses and frustrations.
