Dyslexia is a complex process that involves many different procedures and cognitive abilities. Before people discuss the specific syndromes of acquired dyslexia, the processes that mediate word recognition and pronunciation are briefly discussed. The visual system effectively handles a complex stimulus, which, at least for a similar language-based alphabet, consists of smaller significant single letters. Partially the number of words, often there is a significant visual similarity between words. In addition, the position of the letters within the letter string is also crucial for identifying the word. In light of these factors, it is perhaps not surprising that reading imposes a substantial load on the visual system, and these violations of visual processing or visual attention can essentially read reading.
The fact that normal readers are so adept at word recognition has led some researchers to suggest that words are not processed as a series of individual letters, but as a whole in a “process related to” object recognition. At least, for ordinary readers in standard conditions, it seems, it is not. Rather, normal reading seems to require the identification of letters as symbols of the alphabet. Support for this statement is due to the fact that the representation of words in an unfamiliar form, for example, the alternation of a case of letters or the introduction of spaces between words would not affect the speed of reading or accuracy. These data arguments are for the letter identification stage, in which the graphical form is converted into a string of alphabetic characters, sometimes referred to as “abstract letters”.
Word identification requires not only identifying multiple letters, but also processing a sequence of letters. There are mechanisms in which the position of the letters inside the stimulus is determined and maintained unclear, but several accounts are offered. One possibility is that each letter is associated with a position in the global “frame” or envelope. It should be noted that under normal circumstances, letters are processed not strictly serially, but in parallel with the visual system. Reading disorders as a result of trauma during the processing of a visual stimulus or the refusal of this visual information from access to stored knowledge corresponding to the alphabetic line is referred to as “peripheral dyslexics” and will be discussed in the future.
Often a student with this condition will succeed in physical education and sport, as they are confident in a different set of skills and excel in the field of study where reading is not required. If a physical education teacher is aware that there is a student with dyslexia in class games, they can be created that include reading and identifying letters through physical education lessons. [http://www.physical-education-lessons.com/], Studies have shown that students with dyslexia who are in an environment where they feel comfortable often excel in classroom skills in which they may not be confident. Physical education teachers have helped many students with learning disabilities open up new opportunities by learning sports, games and exercises,
