Cookies on this website

We use cookies to ensure that we give you the best experience on our website. If you click 'Accept all cookies' we'll assume that you are happy to receive all cookies and you won't see this message again. If you click 'Reject all non-essential cookies' only necessary cookies providing core functionality such as security, network management, and accessibility will be enabled. Click 'Find out more' for information on how to change your cookie settings.

BACKGROUND: Manifestations of dyslexia depend on language systems and scripts. This study explored the prevalence and clinical features of developmental dyslexia among monolingual Persian students and provided insights on mechanisms involved in reading Persian. METHODS: To measure reading ability we developed a new instrument, Analysis of Persian Reading Ability, which had acceptable validity and reliability. A total of 1562 children aged 6 ½ - 14 were randomly selected from a population of 109696 primary school students in the city of Qom, Iran. RESULTS: Using a variety of statistical and clinical criteria, 82 (5.2%) of the sample were classified as dyslexics. A detailed analysis of reading errors revealed eight types of errors related to three categories. The most frequent category in both dyslexic and the matched control group was phonological, followed by pragmatic and visual errors. CONCLUSION: The observed prevalence rate of dyslexia and reading error categories would suggest that Persian in vowel-free format is an opaque language and predominant use of a sub-lexical strategy is involved when reading Persian.

Type

Journal article

Journal

Arch Iran Med

Publication Date

07/2011

Volume

14

Pages

259 - 265

Keywords

Adolescent, Child, Dyslexia, Female, Humans, Iran, Language, Male, Prevalence, Prospective Studies, Random Allocation, Reading, Reproducibility of Results