Children with dyslexia have some typical commonalities in reading, writing, time management, etc., but because each child is completely different, their weaknesses and severity are also significantly different. Typical characteristics are as follows:

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Oral reading:

When reading aloud, add or subtract words, pronounce typos, substitute words, read word by word or use fingers to assist, read aloud slowly or fluently, or pause for a long time or fail to pause correctly.


​Reading Comprehension:

Inability to recall what was read, inability to draw conclusions or inferences from listening and reading material, use common sense to answer questions in particular stories read, and not use information from the stories. Even if you know the word in the text, you may not know the meaning of the word, and when you encounter a word you don't know, you can't speculate based on the context.


Word Spelling:

Difficulty learning or remembering words; newly learned words are forgotten immediately; spelling of words often leaves out or adds letters; cannot distinguish certain letters, such as b and d, p and q; unfamiliar words do not analyze pronunciation; left-handers are more It is easy to have mirror writing.


Because dyslexic children have difficulty remembering spelling and spelling rules for words, they make frequent spelling mistakes. They have difficulty expressing their ideas in writing. Sometimes they have difficulty taking notes even if they fully understand the teacher.

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executive ability

Executive competencies include a variety of complex cognitive abilities that are responsible for planning a task and directing it to complete it step-by-step. It starts with analyzing the task and understanding the task requirements, then organizing and determining the time required to complete the task, constructing the task structure, setting goals, evaluating the performance, and coordinating the completion of the task.


People with dyslexia most often have difficulty performing tasks. Any task with multiple steps or multiple sub-goals is a challenge for children with dyslexia.

Difficulty keeping track of time and often confusing dates, often not completing assignments on time.

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