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Evidence
Evidence suggests that dyslexia results from differences in how the brain processes writte
n and/or verbal language. Although dyslexia is the result of a neurological difference, it is not an intellectual disability. Dyslexia occurs at all levels of intelligence, average, above average, and highly gifted.
However, dyslexia is not a visual problem that involves reading letters or words backwards or upside down, nor are such reversals a defining characteristic of dyslexia. Many individuals with dyslexic symptoms involving reading, writing, and spelling also exhibit symptoms in other domains such as poo
Dyslexia is a specific learning disability that manifests primarily as a difficulty with written language, particularly with reading and spelling. It is separate and distinct from reading difficulties resulting from other causes, such as deficiencies in intelligence, a non-neurological deficiency with vision or hearing, or from poor or inadequate reading instruction.

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The most predominant form of dyslexia identified by researchers is the dysphonetic or auditory subtype, which is associated with difficulty connecting sounds to symbols, and attendant difficulty with sounding out words. The American physician Elena Boder, who developed the Boder Test of Reading-Spelling Patterns (1973), reported this pattern among approximately 60% of the children she surveyed.
 
 
 
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