Background: Developmental dyslexia affects between 5% and 17% of the population, representing a very large number of children. Although dyslexia is biological, reading can be improved with specific kinds of instruction and practice.
Objectives: To assess the prevalence of developmental dyslexia among school going children.
Materials and methods:
Design Descriptive research design was used.
Samples: 30 parents of school going child selected by convenient sampling technique. Method of data collection: the mothers given the dyslexia questionnaire to fill.
Result – The finding depicts that prevalence of learning disorders was found among school going children. In the age group of 6 – 8 years 26% of them were 6 years old, 37% of them were 7 years old and 37% of them were 8 years old. It shows that 53% of them were not having history of delivery complications and 97% of them were not having history of developmental delay. . It shows that 60% of them were not having family history of learning disorders and 97% of them were not having family history of mental illness. The chi-square test reveals that the family history of learning disorder was associated with the scores of dyslexia assessment scale of school going children. The result shows that 26.7% of school going had mild dyslexia, 13.3% of school going had moderate dyslexia 6.7% of school going had severe dyslexia.
Conclusion: The prevalence of dyslexia is greater than the expected because of less awareness among mothers. It is necessary to implement treatment modalities to create awareness among general public and to improve the learning ability of the children.
Cite this article:
G. Maheswari. Developmental Dyslexia - Is an Emerging Problem. Int. J. Adv. Nur. Management 2(3): July-Sept.,2014; Page 156-158.