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PEDAGOGICAL STRATEGIES FOR IDENTIFYING DYSLEXIA: ON THE
EXAMPLE OF ASIA AND LATIN AMERICA
Khamraeva Khullar Naimovna
Candidate of Pedagogical Sciences,
Tashkent University of Economics and Pedagogy
Annotation:
Attention is drawn to the significant differences in diagnostic criteria
and procedures depending on the linguistic characteristics of the language, educational
systems and cultural context. A comparative analysis of diagnostic methods used in
Asia and Latin America is conducted, common aspects and significant differences are
identified. The article emphasizes the need to take into account sociocultural factors
and calls for international exchange of experience to improve the identification and
support of individuals with dyslexia worldwide.
Keywords:
dyslexia, diagnosis, diagnostic tests, assessment methods,
bilingualism and multilingualism.
Dyslexia is a specific reading disorder characterized by difficulties in word
recognition, decoding, and spelling, and is a significant problem in education
worldwide. With increasing awareness of neurodiversity and the importance of
inclusive education, understanding the specifics of dyslexia diagnosis in different
cultural and linguistic contexts is becoming increasingly important. Differences in
writing systems, teaching methods, and cultural perceptions of reading difficulties lead
to different ways of identifying and interpreting dyslexia symptoms in different
countries.
Diagnosing dyslexia in Asian countries presents a unique challenge due to the
fundamental differences in writing systems compared to alphabetic languages.
Hieroglyphic writing (Chinese, Japanese kanji) and syllabic writing (Japanese kana,
Korean hangul) require different cognitive processes in reading and writing, which, in
turn, affects the manifestation and diagnosis of dyslexia.
Japan:
Dyslexia in the context of kanji and kana: Japanese writing combines
hieroglyphs (kanji, borrowed from Chinese) and a two-syllabic alphabet (hiragana and
katakana). Dyslexia in Japan can manifest itself differently in relation to these writing
systems. Studies show that Japanese children with dyslexia may have difficulties in
both recognizing and remembering kanji (related to visuospatial and morphological
aspects) and in processing kana (related to phonetic aspects).
Adaptation of Western diagnostic instruments: Some Western tests of
phonological awareness have been adapted for Japanese, focusing on the syllable level.
However, their validity and applicability to kanji reading remain a subject of research.
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Development of specific diagnostic measures: Japanese researchers are
developing their own instruments to assess reading and writing difficulties, taking into
account the specific characteristics of kanji and kana. These tests may include tasks
such as kanji recognition, reading of syllabic sequences, phonetic analysis of syllables,
and assessment of morphological understanding of kanji (4, 56).
Role of neurobiological research: In Japan, neurobiological research on dyslexia
is actively conducted using neuroimaging techniques (e.g., MRI) to study the brain
mechanisms underlying difficulties in reading and writing Japanese. These studies will
help to better understand the neural correlates of dyslexia in the context of non-
alphabetic writing.
China:
Hieroglyphic Writing and Dyslexia: Chinese uses a hieroglyphic script
(hanzi), in which each character represents a morpheme (a meaningful part of a word)
and often has a complex visual structure, and the relationship between a character and
its pronunciation is not always clear. Dyslexia in Chinese-speaking children can
manifest itself in difficulties with visual recognition and memory of characters,
morphological comprehension (understanding the structure of characters and the
relationships between them), and phonetic awareness at the syllable level (Chinese is
a syllabic language).
Research on Adapting Western Concepts: Researchers are trying to adapt Western
concepts of dyslexia, such as phonological processing deficits, to the Chinese context.
However, phonological awareness in Chinese manifests itself slightly differently than
in alphabetic languages and is related to the understanding of syllables and tones.
Development of specific tests: Specific diagnostic tests are being developed to
assess difficulties in reading and writing hieroglyphs. These tests may include tasks
such as character recognition, copying, writing under dictation, as well as assessing
morphological comprehension and syllabic awareness.
Focus on visual-spatial skills: Given the complex visual structure of hieroglyphs,
research is also examining the role of visual-spatial skills in reading and writing in
Chinese-speaking children and their relationship to dyslexia.
South Korea:
Dyslexia in the context of Hangul: The Korean language uses a
syllabic alphabet, Hangul, which is considered one of the most phonetically transparent
writing systems in the world. Each syllable in Hangul graphically represents a
combination of consonants and vowels. Despite this transparency, Korean children
may also have dyslexia, which can manifest itself in difficulties with the automaticity
of reading syllables, phonological awareness at the phoneme level (although syllables
are the basic unit of writing), and spelling, especially with regard to the rules of syllable
formation.
Adaptation and development of tests: As in Japan and China, efforts are underway
to adapt existing Western tests and develop new instruments that take into account the
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specific characteristics of Hangul. These tests can assess the speed and accuracy of
reading syllables and words, phonological awareness at the phoneme and syllable level,
as well as writing skills.
Study of cognitive processes: Research in South Korea aims to understand the
cognitive processes underlying Hangul reading and how these processes may be
impaired in dyslexia (8, 89).
Common trends and challenges in Asia:
Late diagnosis: Awareness of dyslexia
may be lower in some Asian countries than in the West, which may lead to delayed
diagnosis and delayed initiation of remedial work. Cultural influences: Cultural
expectations of academic achievement and attitudes towards learning difficulties may
influence how dyslexia symptoms are recognized and accepted. Lack of standardized
instruments: The development and standardization of diagnostic instruments specific
to different Asian languages is still in progress. Many countries rely on adaptations of
Western tests, which may not fully capture the specificities of local languages.
Growing interest in research: In recent years, there has been a growing interest in
research on dyslexia in the Asian context, leading to a deeper understanding of the
phenomenon and the development of more adequate diagnostic and remedial methods.
Overall, the diagnosis of dyslexia in Asia is a complex and evolving field that
requires consideration of the specificities of hieroglyphic and syllabic writing systems,
as well as cultural and educational contexts. Ongoing research and the development of
culturally specific instruments are essential to improve the identification and support
of people with dyslexia in this region.
Latin America
The diagnosis of dyslexia in Latin American countries faces a number of specific
challenges and exhibits certain commonalities related to linguistic characteristics
(mainly Spanish and Portuguese), socioeconomic factors, and the development of
educational systems.
Linguistic characteristics (Spanish and Portuguese):
Relatively transparent orthography: Spanish and Portuguese are characterized by
more transparent orthography than English or French, where the relationship between
letters and sounds is clearer. This means that reading and writing difficulties may
manifest themselves somewhat differently in children with dyslexia. For example,
phonetic errors may be less common, but problems with reading fluency, decoding
automation, reading comprehension, and spelling (especially with respect to rules that
do not have proper phonetic correspondence) remain.
The impact of dialects and regional variations: The significant dialectal
differences in Spanish and Portuguese across Latin American countries can pose
additional challenges in developing and standardizing diagnostic instruments.
Challenges in the availability of standardized diagnostic instruments:
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Adaptation of existing tests: Latin American countries often use versions of
Western diagnostic tests (mainly English) that have been adapted to Spanish or
Portuguese. However, the adaptation process requires careful validation, taking into
account the linguistic and cultural characteristics of the local population. Such
adaptations are not always comprehensive and do not take into account all the subtleties
of the language.
Lack of nationally developed instruments: The development and standardization
of diagnostic instruments specifically designed for the Spanish and Portuguese-
speaking populations of Latin America are at different stages of development in
different countries. Not all countries have sufficient resources to conduct extensive
research and develop such instruments.
Problems with normative samples: Even when adapted or locally developed tests
are available, it can be difficult to collect representative normative samples that reflect
the diversity of a country’s population (4, 54).
Role of cultural and socioeconomic factors:
Awareness of dyslexia: The level of awareness of dyslexia among educators,
parents, and the community may vary across Latin American countries and regions. A
lack of awareness may lead to the attribution of learning difficulties to laziness or lack
of effort rather than a specific learning disorder.
Access to education and resources: Socioeconomic inequalities in the region may
affect access to quality education and specialized services to diagnose and support
children with dyslexia. Access to qualified professionals and diagnostic tools may be
limited in rural or underserved areas.
Impact of the education system: The organizational structure and methods of
education systems in different Latin American countries can also affect the methods of
identifying and supporting students with learning difficulties.
Developments in dyslexia research:
Growing interest: In recent years, interest in dyslexia research has increased in
Latin America. Scientists and professionals are actively studying the characteristics of
dyslexia in Spanish and Portuguese, as well as developing and validating diagnostic
instruments.
Collaboration with international organizations: Collaboration with international
research groups and organizations facilitates the exchange of knowledge and best
practices in the diagnosis and treatment of dyslexia.
Diagnostic methods:
A combination of psychometric tests and clinical observation: Diagnosis usually
involves the use of adapted or locally developed psychometric tests that assess reading,
writing, phonological skills, and other cognitive abilities, as well as clinical observation
of the learning process and analysis of the child’s medical history.
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Phonological skills assessment: Despite the transparency of spelling, the
assessment of phonological skills (phonological awareness, memory, and speed of
access) is also an important part of the diagnostic process.
Reading and writing error analysis: Analyzing the qualitative characteristics of
the errors a child makes in reading and writing can help identify specific difficulties.
Use of the RTI model (in some countries): In some Latin American countries,
efforts are underway to implement the Response to Intervention (RTI) model to
identify and support students with reading difficulties early.
Overall, dyslexia diagnosis in Latin America is a developing field that faces
challenges such as a lack of resources, the need to develop and validate culturally
specific instruments, and increased awareness. However, growing research interest and
collaboration with the international community are helping to improve the
understanding and diagnosis of dyslexia in the region.
A comparative analysis of approaches to the diagnosis of dyslexia in different
countries of the world has shown a significant diversity of methods and criteria, which
are related to the linguistic characteristics of the languages, historically formed
educational systems and cultural contexts. From the focus on psychometric assessment
and the "Response to Intervention" model in North America, to the linguistic analysis
of errors in Germany and the central role of speech therapists in France, each region
and country has developed approaches that reflect its own specific conditions and
scientific traditions.
Particular attention has been paid to the difficulties of diagnosis in the context of
non-alphabetic writing systems in Asia, the problems of availability of resources and
standardized instruments in Latin America, and the extreme limitations of research and
approaches developed in Africa and Central Asia. These regional reviews have
highlighted the need to take into account linguistic and cultural factors in the
development of diagnostic procedures and the importance of conducting further
research in linguistic environments that have not been sufficiently studied.
Despite the differences, the analysis revealed some common trends, such as the
recognition of the importance of phonological skills, the use of psychometric
assessment, and the pursuit of interdisciplinary collaboration. However, the lack of
uniform international standards, difficulties in adapting instruments, and unequal
access to diagnostic services remain serious challenges.
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