الفهرس 
INTRODUCTIONOnly 14 pages are availabe for public view
 |  | from | 250 |  |  |
| | | from | 250 | | |
Abstract
Reading is a complex skill built on two key processes, decoding and comprehension. It is puzzling when a child who in all other aspect is normal has reading problems. This condition is called reading disorder which is characterized by significant impairment in reading acquisition in people who have the intelligence, motivation, and education necessary for successful reading. It has a prevalence estimated between 5% and 17%.
Several labels have been used to describe the reading disorder syndrome including specific reading disorder, specific developmental dyslexia, developmental word blindness. However, the term dyslexia is the most famous and was used extensively for many years to describe the reading disability.
The study ofchildren with reading disorders was dated back lo the late nineteenth century as recorded in case studies collected primarily by physic^ns. In the early twentieth century, a number of scientists played important roles in the field of reading disorder. The most famous among them were James Hinshelwood, Pringle Morgan and Samuel Orton.
There are two types of developmental dyslexia—phonological and surface. The surface dyslexia refers to a disorder in which the difficulty lies in reading irregular words, whereas phonological dyslexia is characterized by difficulty with pseudo words. Phonological dyslexia is the more common of the two types and has problems with phonological awareness.