ISSN: 2222-6990
Open access
Dyslexia is a relatively common learning disability among school-age children, which manifests itself in varying degrees of impairment in reading, spelling, and writing. Because of the impact of dyslexia on the patient, evaluation and diagnosis of the disorder is essential. Recent studies on the assessment of Dyslexia have focused on cognitive assessment and neurobiology technology assessment. In this study, we collected studies on Dyslexia assessment in these two dimensions in the past five years and summarized the strengths and weaknesses of each study from a critical perspective to provide information and experience for future research in this field. Objective: The purpose of this study was to conduct a retrospective study. To explore the differences between the two assessment methods from cognitive assessment and neurobiology technology assessment for Dyslexia in the last five years and the advantages and disadvantages of each. Methods: A comprehensive review of the existing literature was conducted by querying scientific databases (such as Google Scholar, Scopus, and PubMed) using keywords pertinent to the topic under investigation. The selection criteria for the journal articles included only those published between 2018 and 2023, with the exception of seminal works considered classic literature. A meticulous evaluation of the titles, abstracts, and full texts of the selected articles was undertaken prior to their analysis and reporting. Finding: According to the findings, evaluating dyslexia using Neurobiology Technology assessment is a prospective trend. Conclusion: According to the research, cognitive assessment and Neurobiology Technology assessment have their respective strengths and weaknesses in assessing dyslexia. However, with the advancement of Neurobiology Technology, this assessment technique has the potential to provide more direct and accurate diagnoses of dyslexia, making it a promising trend for future development. Recommendation: Future researchers are able to utilize these results as a reference to further study on this issue.
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In-Text Citation: (Jing et al., 2023)
To Cite this Article: Jing, W., Yu, E. L. X., & Motevalli, S. (2023). A Comparison Between Cognitive Assessment and Neurobiology Technology Assessment of Dyslexia: A Literature Review. International Journal of Academic Research in Business and Social Sciences, 13(4), 976 – 986.
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