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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.
The dyseidetic (visual or surface) subtype is associated with inability to develop a sight word vocabulary, slow and laborious reading as familiar words must be repeatedly deciphered, and unconventional but highly phonetic spelling. Boder reported that approximately 10% of her subjects exhibited thi
Dyslexia is most commonly characterized by difficulties with learning how to decode at the word level, to spell, and to read accurately and fluently. Dyslexic individuals often have difficulty "breaking the code" of sound-letter association (the alphabetic principle), and they may also reverse or transpose letters when writing or confuse letters such as b, d, p, q, especially in childhood ( A Pictorial Example ).

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These symptoms may coexist with or overlap with characteristics of attention-deficit hyperactivity disorder, auditory processing disorder, developmental dyspraxia, dyscalculia, and/or dysgraphia. However, dyslexia and attention deficit/hyperactivity disorder are not correlated developmental problems. Evidence that dyslexia is of neurological origin is substantial. Evidence that dyslexia is of neurological origin is substantial.
 
 
 
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