Typology Of Visual Dyslexia Errors In Arabic A Single Case Study

Résumé: This study aims to describe the errors made by a child from 3rd-grade primary school presenting visual dyslexia in the Arabic language. We applied several tests to evaluate school performance and phonological skills in a single case with visual dyslexia. Z-a student presents a wide range of deficits in reading and writing. His difficulties are characterized predominantly by visual errors in all positions of the target words. His errors result in substitutions, omissions, additions, and fewer errors in migrations and vowel substitutions. Some errors have affected the morphological aspect of the word, whereas in some abd-el-kader’s responses he kept the root and omitted the suffixes. As we noted difficulties in identifying letters in the test of matching identical letters with difference in position in the word, or difference in diacritical mark, so, we noted a lexical effect such as the frequency of words and orthographic neighborhood effect. We suggest that z-a has both subtypes of visual dyslexia, one impairment in the input the orthographic visual analysis system, and the second at a later stage, outputs of the orthographic visual analysis system.

Publié dans la revue: AL-Lisaniyyat