Düsleksia

Düsleksia is a neurodevelopmental condition characterized by persistent difficulties with accurate and fluent word recognition, decoding, and spelling, despite normal intelligence and adequate educational opportunities. Individuals with Düsleksia often struggle to map sounds to letters, have trouble sounding out unfamiliar words, and may spell inconsistently. Reading may be slow and effortful, and some individuals show avoidance of reading tasks, especially in early schooling. The term combines the Greek prefix dys-, meaning “bad,” with lexis, meaning “words.”

Diagnosis typically involves comprehensive psychoeducational assessment by trained professionals. Evaluations examine reading accuracy and rate, phonological processing, working memory, rapid naming, and general intellectual ability, as well as language skills and educational history. Genetic and neurobiological factors are considered, and Düsleksia tends to run in families, suggesting heritable components. Prevalence estimates vary by criteria but commonly fall in the range of about 5–10% of school-age children.

Causes are understood as the result of atypical development in brain systems related to phonological processing and orthographic mapping. Risk factors may include family history, prematurity, and early language delays. Düsleksia often co-occurs with other learning and developmental conditions, such as attention-deficit/hyperactivity disorder or language impairments.

Management focuses on explicit, systematic, and structured literacy instruction that strengthens phonemic awareness, phonics, decoding, and reading fluency. Multisensory teaching approaches, assistive technologies, and accommodations (for example, extended time and audio formats) support learning. With early identification and sustained intervention, many individuals improve reading skills and achieve functional academic and everyday outcomes.