On adopting Rose’s 2009 definition of dyslexia, the British Dyslexia Association (BDA) defines dyslexia as a learning difficulty that influences the principal skills involved in fluent and accurate word spelling and reading. The dyslexia features constitute verbal memory, phonological awareness, and verbal processing speed.
The differences in information processing are attributed to the challenges of identifying learning and speech sounds related to words and letters. The condition impacts several cognitive regions that process languages, like coordination, processing speed, memory, directional aspects, and time management. With both phonological and visual complications, patients frequently encounter discrepancies in performance associated with various learning areas.
With the contrasts, it becomes critical that learning styles and individualized differences are pointed out because they potentially influence learning and assessment outcomes. A significant point of consideration is that the work context and learning about the problematic nature of the disease may be more pronounced in some learning situations. However, research should emphasize that people with dyslexia have average intelligence and, in most instances, have normal vision. In children, success comes through specialized education programs and tutoring.