Diagnostic Study of the Dyslexion Factor in Urdu Language at Early Classes in Public Schools of South Punjab

Dyslexia, a specific learning disability, exerts profound effects on language acquisition and educational attainment. This study delves into the underexplored domain of dyslexia within the context of the Urdu language, as encountered by students in public schools of South Punjab, Pakistan. Employing a comprehensive battery of standardized tasks and tests, the study diagnoses the presence of dyslexia and assesses its impact on the reading and writing processes. The findings reveal a spectrum of dyslexic characteristics among students, as evidenced by challenges in phonological awareness, letter-sound recognition, rapid automatized naming, and comprehension. Dyslexia significantly affects their ability to decode unfamiliar words and comprehend text. Concurrent qualitative interviews shed light on the diverse attitudes and reactions of students toward dyslexia, from determination to anxiety. This study's results underscore the necessity for tailored interventions, early screening, and teacher training to support students with dyslexia in mastering the Urdu language. By focusing on both the diagnosis of dyslexia and its implications for language learning, the study hopes to contribute to more inclusive and effective education in South Punjab's public schools. The findings reveal a spectrum of dyslexic characteristics among students, as evidenced by challenges in phonological awareness, letter-sound recognition, rapid automatized naming, and comprehension. Dyslexia significantly affects their ability to decode unfamiliar words and comprehend text. Concurrent qualitative interviews shed light on the diverse attitudes and reactions of students toward dyslexia, from determination to anxiety. This study's results underscore the necessity for tailored interventions, early screening, and teacher training to support students with dyslexia in mastering the Urdu language. By focusing on both the diagnosis of dyslexia and its implications for language learning, the study hopes to contribute to more inclusive and effective education in South Punjab's public schools.