ISSN: 2226-6348
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Children with dyslexia often face challenges in mastering basic reading skills, including recognizing letters, associating sounds with symbols, reading sentences, and understanding texts as a whole. These difficulties not only affect their academic performance but also their self-confidence. This article explores the key challenges faced by children with dyslexia in the process of learning to read, including issues related to phonology, working memory, and reading automation. Additionally, the article emphasizes the importance of assessing reading proficiency level as a foundation for designing appropriate interventions. Proposed interventions include phonics-based approaches, multisensory techniques, and the use of interactive educational technology to enhance literacy acquisition. This paper aims to provide guidance to educators, parents, and policymakers in effectively supporting the learning needs of children with dyslexia.
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