Scholarly Perceptions on Dyslexia: Unveiling the Nuances of Learning Challenges and Pedagogical Triumphs
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https://doi.org/10.53032/tcl.2025.10.2.09Keywords:
Dyslexia, Phonological processing, Learning strategies, Teaching and learning, Pedagogical practicesAbstract
Dyslexia, a distinct learning disorder, manifests through persistent challenges in reading, writing, and spelling, stemming from impaired phonological processing abilities. Addressing dyslexia through medical intervention alone remains an impractical pursuit; rather, its obstacles may be overcome through a confluence of specialized educational methodologies and compassionate psychosocial support. Thoughtfully curated pedagogical approaches, in harmony with effective learning strategies, empower dyslexic individuals to attain remarkable linguistic proficiency. While scientific inquiry has deepened our comprehension of dyslexia from a biological perspective, a persistent void in pedagogical understanding continues to hinder its effective remediation. In light of this, the present study re-examines the intricate interplay between teaching and learning in the context of dyslexia. Delving into the foundational principles of instruction, adaptive learning strategies, and individualized educational frameworks, this discourse aspires to bridge the chasm between theory and practice. Recognizing the inherent difficulties, embracing appropriate methodologies, and fostering success through essential pedagogical practices collectively underscore the imperative of inclusivity within academic curricula. We assert that a refined educational lens on dyslexia will pave the way for informed, transformative teaching and learning paradigms.
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