There is a long history of research showing that children with good visual reception, analysis abilities and phonological knowledge at pre-school are the best among their groups and these abilities are good indicator of their future success in learning to read and spell accurately.
Dyslexia is too characterized by difficulties in processing word-sounds and by weaknesses in short-term verbal memory; the effect of the same may be seen in spoken language as well as written language. The current evidence suggests that these difficulties arise from inefficiencies in language-processing areas.
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