A comprehensive interdisciplinary approach to dyslexia diagnosis and correction

Abstract

Relevance. Currently, despite the active development of medical technologies, the prevalence of dyslexia still remains at a significantly high level. Within the framework of this article, we propose to consider a comprehensive interdisciplinary approach aimed at solving the identified problem. Purpose: to substantiate the ef fectiveness and feasibility of using this approach in working with children of primary school age in identifying and correcting dyslexia. Methods: The study was conducted using sociological, statistical, comparative, experimental, descriptive, and analytical methods, as well as the method of expert assessments and observation. Research plan and content. During the period from January 15 to March 2, 2023, the authors of the article, together with other 27 specialists, conducted a comprehensive diag nostic examination of children aged 7 to 11 years with disorders in the development of memory, speech, mental calculation skills, and (or) writing in order to identify signs of dyslexia, as well as other developmental features and diseases. Results. Improvements in the correction of dyslexia using a comprehensive interdisciplinary approach within the framework of the authors» «Wizards and Fairies» program were achieved in 92 % of cases, of which a pronounced ef fect was achieved in 47 % (the key reason for seeking specialist help was resolved), and a partial effect — in 45 % of cases. Conclusions. When identifying signs of possible dyslexia in children, it is recommended to use a comprehensive interdisciplinary approach. During the study, this approach showed its high effectiveness: almost all children who participated in the authors» program experienced positive changes in their health, general academic performance, quality and speed of writing, reading and (or) arithmetic by the end of the program.