Dyslexia is a difficult condition to treat since it necessitates the use of a wide range of cognitive abilities and procedures. A brief review of word recognition and pronunciation processes precedes discussion of various dyslexia conditions. The visual system is able to process a complex signal that, at least for a language-based alphabet, is made up of smaller meaningful unit letters. Words frequently share a great deal of visual similarities because of their length and density. In addition, the order in which letters appear in the letter string is crucial in determining the meaning of a word. It is perhaps not unexpected that reading exerts a significant burden on the visual system and that visual processing or visual attention impairments can have a significant impact on reading, given these characteristics.
As a result of this, some researchers have suggested that words are not processed as a series of independent letters but rather as a single entity in a “process similar to the recognition of objects”. That isn’t the case, at least for casual readers working under typical circumstances. Letters are alphanumeric symbols that appear to be necessary for normal reading. When words are presented in a new manner, such as by altering the letters’ case or inserting spaces between words, it has been shown that this does not significantly affect the reading speed or accuracy. Based on these findings, it appears that letter identification can be broken down into what are known as “abstract letter IDs,” which are simply alphabetic strings composed of the individual letters of the alphabet.
The word identification procedure necessitates the processing of both the constituent letters and the letter sequence. It’s not quite obvious how the letters in the stimulus are arranged and maintained, although several theories have been put forth. Each letter may be tied to a specific location in the universe, such as an envelope. It’s important to remember that letters aren’t always processed sequentially by the visual system, but can be assessed simultaneously. The term “peripheral dyslexics” refers to reading difficulties caused by problems processing visual stimuli or by an inability to access previously stored knowledge about a letter string.
As a result, students with this condition often flourish in physical education and sports because they are confident in another skill set and perform well in an area of study where reading is not necessary. A physical education teacher can incorporate reading and letter recognition into physical education courses if they are aware of a dyslexic student in the classroom. Studies have indicated that dyslexic pupils who feel at ease in their educational environment tend to perform better than their peers who are more confident in their abilities. Many kids with learning difficulties have discovered new potentials as a result of mastering sports, games, and exercise with the assistance of master physical education teachers.